Interest In Language Learning Research Articles

Vocabulary Gains of Mono- and Multilingual Learners in a Linguistically Diverse Setting: Results From a German-English Intervention With Inclusion of Home Languages

Today, group settings (e.g., in kindergarten) are more linguistically-diverse than ever. However, concepts in language acquisition only rarely include this fact. This paper reports on the effects of a language intervention which is based on a concept specifically designed for linguistically-diverse settings („PROgramme for BI- and MUltilingual Children“; Festman and Rinker, 2014). The implementation of the programme and its outcomes are described with the example of a German-English-immersion kindergarten, which was in fact plurilingual. We aimed at supporting children’s acquisition of the two languages in parallel with inclusion of their home languages. Overall, 52 (mono-, bi-, and trilingual) children took part in the intervention, although data will only be presented for those children (n = 22; 12 male; mean age 3;9 years, SD 0.526) who also participated in the evaluation. Two weeks before (T1) and 12 weeks after (T2) intense intervention, we administered a word production and word comprehension test (picture naming) both in German and English. Furthermore, parents filled out a questionnaire on language background and use; after the intervention, they provided feedback on the programme (their impressions and observations, etc.). Paired t-tests showed that the intervention noticeably boosted all children’s word learning (all gains from T1 to T2 were significant with p < .001 for both languages and both production and comprehension). With a head start in German (i.e., at T1 significantly higher scores in German comprehension and production), the monolingual German participants (n = 11) reached significantly higher scores in German as well as at T2 compared to their peers. The international group (n = 11) had significantly larger gains in German than their monolingual peers (p =.037 for production; p =.015 for comprehension), but not in English. We conclude that with the help of this structured programme and due to plurilingual experiences, minority children were able to improve language skills in two newly-learned languages, whereas the monolingual children were still consolidating knowledge in their first language and focused on the acquisition of the new language. Parents’ responses described the positive impact of the programme on their children’s language learning interest and their own.

An Introduction to Grammatical Inference for Linguists

This paper is meant to be an introductory guide to Grammatical Inference (GI), i.e., the study of machine learning of formal languages. It is designed for non-specialists in Computer Science, but with a special interest in language learning. It covers basic concepts and models developed in the framework of GI, and tries to point out the relevance of these studies for natural language acquisition.

Edukacja polonistyczna online – stan obecny oraz wyzwania na przyszłość (na podstawie analizy wybranych zasobów do nauczania języka polskiego jako obcego)

For years one of the priorities has been the implementation of innovative technological solutions aimed at supporting and enhancing interest in language learning. Increasingly attention is drawn to the need for teaching programmes and methods to be modified to appeal to a new type of recipient, that called by Prensky native computer users. The paper consequently joins the ranks of those works that search for an answer to the question as to what extent the aforementioned postulates find realisation within the field of teaching Polish as a language. The paper aims to present the Internet sources available which have been devised with foreigners learning Polish in mind as well as those individuals of Polish provenance living permanently abroad, this on the basis of developed sets of evaluation criteria. Given the extensive nature of the topic, attention has been paid only to those proposals (platforms, programmes, applications) which allow one to learn (also as self-study) and teach through the medium of distance learning. Presented against the background of those sources analyzed is the programme Po polsku po Polsce devised as an integrated cultural-language course of instruction for those at the level of A1.

Efektifitas Aturan Main Untuk Game Edukasi Kosakata Bahasa Arab Berbasis Mobile

The game is ways to remove saturation from various kinds of affairs. The game also used as learning media. This educational game is usually used to invite users to play while learning. Languages and games must be complementary. Because of the language is important, it needs an effective and efficient way to increase interest in language learning. So the focus of this research is to create three mobile gaming applications with educational content of Arabic vocabulary which gameplay are different and analyze which applications are effective for users in recognizing Arabic vocabulary. Testing is done to find out if the application is effective for players to know and learn Arabic language. Samples taken are second grade students Madrasah Ibtidaiyyah who know the hijaiyah letters. Pre-test, treatment and post-test are part of the testing phase. Test results were analyzed using ANOVA one way method. The results of this study indicate that there is an increase in learning ability of participants through the medium of Arabic educational games with a value of 3.65 beyond the critical value with a significance level of 5% or 0.05 of 3.10. When Hypothesis 0 is rejected, then the comparison test between groups (games) with Scheffe method with critical value 2.48. The result is a third game with a value of 2.57 is said to be effective than the first game (0.58) and the second (2.00). The second game (2.05) is said to be more effective than the first game (0.51).Keywords: Educational Game, Game Effectiveness, Mobile games, Arabic vocabulary, ANOVA.

Stimulating Student Interest in Language Learning: Theory, Research and Practice

Stimulating Student Interest in Language Learning: Theory, Research and Practice

Study on Cooperative Learning in College English Teaching

Cooperative learning, as a breakthrough in teaching, is becoming increasingly popular among teachers and widely used in teaching practice. Combing with its theoretical foundation, the study explores the possibility of applying cooperative learning to college English class based on the necessity and importance of it. By making use of cooperative learning, students’ interest in language learning is effectively stimulated, therefore, they participate in teaching completely and truly become masters of the class. Meanwhile, English learning can transform from passive mode into active mode. Finally, cooperative learning also develops their creative thinking, initiative and independent learning skills.

‘People can be smarter with two languages’: changing anglophone students' attitudes to language learning through teaching linguistics

ABSTRACTWith English as an undisputed global lingua franca, there is long-standing concern in anglophone countries over the lack of interest in language learning. In the UK, significant changes in language education policy, a mentality of insularity and the global spread of English have all contributed to a drop in language learning uptake beyond the compulsory stage. While the UK has seen many initiatives aiming to foster language learning, no interventions so far have aimed to change learner attitudes by raising students’ language awareness of (a) the spread of English globally, and (b) cognitive benefits of mulitilingualism, and the ubiquity of multilingualism, globally and in the UK. A teaching intervention designed for this purpose was delivered to 97 students aged 12–13 in three different state schools in England and Scotland. The effect of the intervention was measured by a pre- and post-questionnaire, with questions closely tailored to the content of the intervention. In addition, qualitative student feedback was gathered after the intervention. Results show significant changes, across the cohort, in two out of three constructs studied, and effects on students’ attitude towards language learning. Thus, we conclude that raising anglophone students’ awareness of language through raising awareness of cognitive benefits of multilingualism, and the spread of English globally, has the potential to change the attitudes of learners otherwise not interested in language learning.

Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

This paper reports on the design and management of an online self-access language learning (SALL) space that was used with a group of Saudi medical students to complement classroom-based learning. The aim was to increase the opportunities for communication and language practice and, more specifically, to help develop the learners’ language learning autonomy (Little, 1999). In a pre-study, a questionnaire and a focus group were used to collect information about the students’ needs and interests in language learning. The design of this space was informed by the students’ feedback on their language learning needs and styles as recommended by Breen (1986) and Marsh (2012). Desire2Learn, a widely used virtual learning environment, was used to provide learners with an online self-access center because of the many features it has which would help learners to take control of their learning. The learning resources and online tools included instant messaging (IM), a news stream, access to a facilitator and other learning support, moderated discussions, videos, images, activities and quizzes, as well as links to external materials and to free self-access language learning resources. A description will be provided of how the materials, the tools, and the facilities were integrated within this space along with the justification for each of the elements. A look ahead to how this study could be extended for use with all learners enrolled in the medical scheme of the university will be discussed at the end of the paper.

Predictors of Preference for the Exported Campus Model of Study Abroad

There is considerable debate in the study abroad community about the efficacy of exported campus or “island” programs in which students and faculty are transported from their home campus to a largely self-contained community within the host culture. One uninvestigated aspect of this issue is the degree to which there are pre-existing differences between students who prefer such programs and those attracted to more immersive experiences. This study used discriminant analysis of data from a questionnaire administered to 174 undergraduates to identify demographic, personality, and intercultural predictors of preference for the exported campus model. Results showed that those who preferred the exported campus model scored significantly higher on ethnocentrism and lower on measures of language learning interest, motivational and metacognitive cultural intelligence, and the Five Factor Model adventurousness facet. Discussion focuses on implications for advising potential study abroad students, conducting pre-departure training, and developing in-country programming.

Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes

The idea of using authentic material in language teaching is supported among references and many professionals in the field of language pedagogy. Authentic material provides the learners with many significant advantages and promotes them with high motivation and interest in language learning and lead to improving communicative competence (Guariento & Morley, 2001; Wilcox et al., 1999). This paper attempted to investigate Iranian EFL teachers’ attitudes and beliefs regarding the use of authentic materials at high school level in Iran according to communicative language principles, focusing on both reading and listening skills. Fifty-seven (57) female and male English teachers, who teach in high schools and took apart in teacher training course (TTC) with CLT framework, completed a survey questionnaire for the purpose of this study. The questionnaires were analyzed in terms of frequency and percentage by means of the statistical package SPSS. The results indicate that English teachers have a positive attitude toward presenting authentic materials in the classroom. Recommendations for future research are provided.

Heritage nation vs heritage language: Towards a more nuanced rhetoric of ‘heritage’ in Italian language pedagogy

Language programs in the US frequently invoke the notion of heritage in order to spark student interest in language learning. The idea is that acquisition of a particular language can connect a student to their past in ways that can empower them and give them a richer appreciation of their own ethnic background. This article addresses this ‘appeal to heritage’ approach to the promotion of language learning, in relation to Italian. I discuss the disconnect between the language of the classroom on the one hand and true Italian-American linguistic heritage on the other. My purpose is to facilitate an informed discussion of linguistic reality, which is that many members of the Italian diaspora descend from ancestors who were monolingual dialettofoni. I argue that the facts of linguistic diversity in Italy and dialect heritage in the US should be central to any discourse which aims to promote the learning of Italian as a gateway to our students’ pasts. While there is no question that knowledge of Standard Italian gives access to Italy, which in turn can give access to the Italian-American student’s heritage culture(s), it is necessary to formulate a more precise understanding of the link between ‘knowledge of Italian’ on the one hand, and ‘Italian heritage’ on the other – a link which is much less direct than is often suggested.

Libyan teachers’ Attitudes and Believes Regarding the Use of EFL Authentic Materials within Reading Lessons at Universities Levels in Libya

There are many references among literature supporting the idea of using authentic material in language teaching. Authentic material provides the learners with many significant advantages and promotes learners with high motivation and interest in language learning. This paper attempted to recognize Libyan EFL teachers’ attitudes and beliefs regarding the use of authentic reading materials at university level in Libya. After employing attitude and believes questionnaire toward the use of authentic materials to EFL teachers from the University of Gareuness in Libya the results indicated that EFL Libyan teachers had a positive attitudes towards the use of authentic material. In addition, the study indicated that a perfect reading class should use a combination of both authentic texts and textbooks. Therefore, language programs should consider introducing authentic materials into the curriculum as a tool to improve the current learning environment.

Beyond the four walls: community-based learning and languages

At a time when languages in universities are under pressure, community-based learning language courses can have many positive benefits: they can increase interest in language learning, they can foster greater engagement with learning, and they can encourage active learning, creativity and teamwork. These courses, which link the classroom and the community, help address needs in the community, share resources and make languages more visible. By giving students the opportunity to engage in practical work, their transferable skills are enhanced. The gap between the university and community is closed and positive attitudes towards language learning are fostered. This paper examines research into community-based learning and language courses and the effect that the approach has on students. Using an example of such a course in NUI Galway, the author gives voice to the student experience of a CBL course and its impact on their motivation, their style of learning and their attitudes towards language learning. Finally, a template for the introduction of such a course is proposed which guides instructors through the central elements in the design, implementation and evaluation of a CBL course.

Communication Strategies: Based on Phoebe from Friends

Since communication competence has become a topic of interest in language learning and teaching, there has been a lot of research into communication...

Social networking for language learners: Creating meaningful output with Web 2.0 tools

The Internet has the potential to provide language learners with vast resources of authentic written, audio, and video materials to supplement lessons. Educators can find a wide assortment of materials for learners to study in class or after class for independent learning and to encourage learner autonomy. More recently, however, the immense popularity of social networking websites has created new opportunities for language learners to interact in authentic ways that were previously difficult to achieve. Advances in technology mean that today, learners of a language can easily interact with their peers in meaningful practice that helps foster language acquisition and motivation. That is, tasks that make use of Web 2.0 interactivity can significantly raise students’ potential to generate meaningful output and stimulate their interest in language learning.

Exploring the Effectiveness of Using Big Books in Teaching Primary English in Malaysian Classrooms

There are many benefits of using stories for language and literacy development particularly in the areas of vocabulary (Cameron, 2001; Elley, 1989; Penno, Wilkinson &amp; Moore 2002; Hargrave &amp; Senechal, 2000) and reading comprehension. Yet, much is still unknown in second language (L2) contexts. This paper investigates the use of Big Books in primary English in Malaysia where English is taught as an official second language. It draws on transcript data from one teacher from one primary school to illustrate how students’ active participation and interest in language learning emerged as the teacher introduced Big Books instead of the textbook. Our data shows that practice with Big Books changes the interaction patterns and learning opportunities. Students were actively involved and they contributed to the discussions and made spontaneous comments about the stories. Most importantly, the teacher’s elicitation skill is essential in enhancing students’ learning. The Ministry of Education’s hopes to provide more active engagement and to increase students’ interests and motivation through stories were achieved.

The Devil's in the Details: A Response to Seedhouse

ded by Editor Sally Magnan to continue this discussion on repair and correction with a short reply to Seedhouse (this issue). Given the increased interest in conversation analysis (CA) among applied linguists and, in particular, among scholars with interests in language learning, having a public forum to address such important topics is most welcome. I certainly appreciate Seedhouse's position on these issues. However, his comments display a misreading not just of my argument, but, more generally, of the literature on the nature of and on repair as a fundamental organization of interaction. Space and time constraints prohibit a complete redressing of his argument, so I will direct my comments to three issues whose particulars appear to have generated the most confusion. I hope that our collective work, taken together, will contribute to a better understanding of and the perspective it brings to the study of classroom interaction and language learning. The first issue is with the research purpose and methodological interests of CA. Seedhouse is right to point to the nature of CA, but his characterization of ethnomethodological CA and linguistic CA confuses, rather than clarifies, the kinds of work that ethnomethodology (EM) and do. As domains of sociology, EM and share theoretical perspectives on the nature and source of social order that are radically empirical, grounded in realworld activity. Their analytic and methodological interests, however, have followed different trajectories. EM's concern has principally been with uncovering the diverse common-sense reasoning paths taken by members of social worlds in making sense of these worlds, with particular interest paid to those paths found in various work settings.' Common research methods for collecting data to uncover these understandings include the breaching experiment, in which accepted social norms are intentionally broken so that people's reactions to the breaches can be examined to elucidate their

Language Learning Interest at a New Management University in Multilingual Singapore

Abstract: The purpose of this article is fourfold: first, to report on a university-wide survey assessing demand among bilingual undergraduates for foreign language study in a management university in Singapore; second, to determine those factors influencing students' foreign language choice and also those influencing decisions not to pursue foreign language study; third, to discuss how the results contribute to curricular planning for foreign language provision; and fourth, to provide readers with a non-U.S. or European perspective on the issues of foreign language learning interest and choice. Using an online survey, results from 708 respondents indicated that, although already bilingual, an overwhelming majority demanded more opportunities for foreign language study, particularly for Japanese, French, and Spanish. Students' primary motivations were a desire to learn about the target culture and enhance employment marketability.

The Effects of Cultural Instruction on Foreign Language Learning

Many elementary EFL teachers in Taiwan have concerns in integrating target culture teaching into their language classrooms for reasons such as teachers’ limited knowledge of the target culture, lack of time, lack of methods and materials. In order to persuade more language teachers to teach target language culture, guidelines about designing an applicable cultural instruction and evidence about its effects on language learning are needed. In the study, the combination of an anthropology process and task-oriented approach were applied to conduct the culture lessons. Culture instruction was implemented within two elementary EFL classrooms for one semester to see the effects of culture instruction on foreign language learning. When culture lessons were integrated into EFL instruction, students’ language proficiency was significantly improved. In addition, they had better interests in language learning.

Language learning interests at university

This paper discusses the findings of three investigations into the interests of actual and potential foreign language learners at a British university: a university-wide audit of First Years' interest in taking up a language course; an analysis of the topics of web documents selected by students on a post-A level course; and an examination of relevant entries in Residence Abroad diaries. At a time when enrolments in Honours foreign language programmes are falling, the audit brings welcome news of the existence of an untapped interest in language learning. Demand is found to be mostly for French, especially at post-GCSE level, but Spanish and German are also popular. The most common reason for wanting to study a foreign language is the wish to communicate with people speaking that language, followed closely by the improvement of career prospects. Students are prepared to follow a language course in addition to their normal degree work and tend to expect to have two contact hours and to be able to devote 2 to 3 hours to private study. Free to select web documents they find interesting, about half of the post-A level students can be seen to make traditional choices, picking documents similar to those encountered on courses. Most of the others favour either topical issues and events, including items on well-known personalities, or articles on domains often under-represented in teaching materials such as pop music. These selections are representative of their age-group's concerns and interests, and testify to their involvement in the life of the global village. Diary evidence shows that students see their period of residence abroad as a unique opportunity to develop oral fluency and they look for interactions with native speakers. But they also seek and value such interactions because of their wish to become involved with the target community, as demonstrated by the active interest they take in local issues and events. Like the subjects of the audit, their motivation is mixed but appears to be more integrative than instrumental. Thus, in addition to providing information that can help in reaching decisions about language provision, these investigations can be regarded as an endorsement of communicative language teaching, with its emphasis on the social purpose of language and on the development of the ability to communicate fluently and appropriately.