Principles Of Language Learning Research Articles

Socio-Affective Principle of Language Learning vis-a-vis Speaking Proficiency of English Major Students

This study aimed to evaluate the extent of awareness of socio-affective principles of language learning and the speaking proficiency level of English major students of Central Bicol State University of Agriculture – Sipocot. This descriptive-correlational research utilized survey questionnaires and the impromptu and extemporaneous speeches to gather the data from the respondents. Results showed that respondents were highly aware about the socio-affective domain of language learning (overall mean of 3.32); proficient along extemporaneous speech (19.52 total average); and proficient along impromptu speech (20.88 total average). Moreover, there is no significant difference in the extent of awareness of the respondents across year level about the socio-affective domain of language learning (0.966 F-value and 0.388 p-value); and there is a significant difference in the speaking proficiency across year level (5.783 F-value and 0.006 p-value). Lastly, it was revealed that there is a significant relationship between the extent of awareness of the respondents about the socio-affective domain of language learning and their speaking proficiency level (r-value of 0.329 and a p-value of 0.017). The researchers recommended that continuous language exposure must still be given importance. Additionally, the active participation of the learners, language teachers, and the school community is pivotal in the language learning of the learners. Multifarious activities inside of the school such as English organization, theatre and debate club, workshops, and school broadcasting club are also recommended.

Didactic foundations of forming mathematical competence of secondary school students in learning the syntax of the Ukrainian language

Developing a competent personality involves conceptualising the content of language education. In implementing the New Ukrainian School reform, many problematic issues arise regarding the practical reorientation to new standards. Special attention needs to be paid to the organisation of the educational activities of male and female students, in which their integrated ability to apply acquired knowledge in life situations is formed. The research of linguists is focused on developing interconnected ways of combining the subject and key competencies of learners, which contribute to their successful socialisation in society. Considering educational requirements makes it necessary to highlight the methodological potential of forming mathematical competence as a component of linguistic personality. The following methods were used to solve the outlined tasks: analysis and synthesis of scientific research, induction and deduction to determine the categorical concept and substantiation of the theoretical and methodological foundations of the problem. The article analyses modern approaches and principles of language learning, particularly Ukrainian syntax. The concept of "mathematical competence of secondary school students in learning the syntax of the Ukrainian language" has been interpreted. The system of didactic tools for forming students' mathematical competence has been organised. The results of the conducted research are the basis of the professional activities of the lexicographer in the lessons in the preparation of harmoniously developed students of general secondary education institutions.

Second Language Learning Through an Emergent Narrative in a Narrative-Rich Customizable Metaverse Platform

EFL students often struggle with second language (L2) learning, particularly because they learn L2 out of context, which they find unmeaningful and demotivating. To provide a meaningful context for L2 learning and make learning more interesting, the present study utilized a customizable metaverse platform. First, we developed a scenario of a rose theft, and then based on that, we created a town in the metaverse, which offered a variety of multimodal language input and missions to solve the problem and identify the thief. The entire activity was developed grounded in constructivist language learning principles (e.g., contextualized, motivating, interactive, and task-based learning), thus, learners could explore, play, and learn in the playful constructivist space. Seventy-two Korean EFL students participated in the activity. The study employed a mixed method for more robust research. Quantitative data (the pre- and posttests and the post-survey) indicated the students had a great interest in the activity and the learning outcome increased. Qualitative data (the students' journals, the interviews with the teachers and the screen recordings) further evidenced the students' enjoyment of the activity. Particularly, the screen recordings showed how the students participated in the activity in the metaverse, collaboratively created an emergent narrative through interaction, and produced their own narrative to reach the answer. The study suggested pedagogical implications for using the metaverse for L2 learning based on the results of the study.

Orientasi Pembelajaran Bahasa Indonesia pada Era VUCA

The purpose of this research is to describe the use of the Problem Based Learning model in Indonesian Language Learning in the Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) era. VUCA is a condition that shows rapid, unpredictable, uncertain, complex, and unpredictable changes in various fields, especially education. In this study used the method of literature study. The data analysis techniques used were (1) Examining VUCA and its possible problems and solutions in learning Indonesian, (2) Examining various components in learning Indonesian that might be a solution to the problems encountered in learning Indonesian, (3) Determine components that have great opportunities as solutions to overcome problems in the VUCA era, namely learning models because in the use of learning models other learning components can be integrated. (4) Synchronization between the characteristics of the problems that might arise in the VUCA era, general learning principles (scientific approach), specific principles of Indonesian language learning (genre-based approaches, genre pedagogy, and Content Language Integrated Learning -CLIL), use of ICT, HR demands XXI century, character that must be built or internalized, and independent learning, and (5) Designing synchronization results in the form of material content and activities to be carried out in PBL steps. The results of the research are in the form of a PBL model design in Indonesian language learning in the VUCA era that collaborates and integrates general learning principles, Indonesian language learning principles, the demands of 21st century human resources, ICT, the character that students must have, independent learning in PBL steps to achieve learning objectives that have been set.

INVESTIGATING ENGLISH FOR AVIATION: AN IN-DEPTH ANALYSIS OF AVIATION ENGLISH TEXTBOOKS

The purpose of this research study was to conduct an in-depth analysis and compare three popular aviation English textbooks that are used in the training of pilots and air traffic controllers. Additionally, it also aimed to investigate the pedagogical principles underpinning each of the three textbooks. The three selected textbooks were published by three internationally renowned publishers and were chosen because they are widely used in aviation training schools and made as main references. This research study adopted a content analysis method by employing a three-level analysis framework as suggested by (Littlejohn 2011). In addition, Ellis’s (2005) list of ten instructed language learning principles were referred to draw conclusions regarding the pedagogical principles underpinning of the three textbooks. The findings suggested that Textbook 3 was the most favourable, Textbook 1 was the second most favourable, and Textbook 2 was the least favourable. Textbook 3 was found to promote more language initiations, more higher order mental operations, more interactions, more authentic inputs, and more opportunities for output productions than Textbooks 1 and 2.

Science and EAL teachers’ perspectives and practices in building word knowledge in implementing the new Victorian EAL curriculum

The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners’ development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students’ learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students’ vocabulary. In this study, we investigated linguistically responsive vocabulary teaching in a Year 7 science class. Our aim was to elucidate teachers’ perceptions and practices in teaching vocabulary in science. The qualitative case study drew on principles of linguistically responsive instruction (LRI), which refers to practices for meeting the needs of students in culturally and linguistically diverse classrooms. Analysis of interview and classroom data from an EAL teacher and a science teacher revealed a range of LRI practices for developing word knowledge based on understanding the distinction between conversational and academic language, language learning principles, responsive teacher talk, plurilingual awareness, and the importance of social interaction for learners. We offer recommendations for a whole school approach to LRI, adaptation to online LRI, and curriculum development.

Massive online multiplayer games as an environment for English learning among Iranian EFL students

Research has shown that massively multiplayer online role-playing games (MMORPGs) have the potential to offer language learning opportunities. However, there is a dearth of research exploring student attitudes about the potential of these games for language learning. We used the language learning principles framework proposed by Brown and Lee (2015) to explore the attitudes of informal Iranian EFL gamers about the potential of the MMORPG environment for language learning. Using a mixed-methods approach, data collected by means of a questionnaire (N = 500) and semi-structured interviews (N = 20) showed that participant attitudes aligned with eight language learning principles (i.e. autonomy, transfer, reward, self-regulation, identity and investment, interaction, languaculture, and agency). The findings of the study highlight the potential of the MMORPG environment for language learning. Parents and EFL teachers should consider the potential affordances of the MMORPG environment as an alternative or complement to formal English language learning environments.

THE EXPECTATIONS OF ENGLISH AS FOREIGN LANGUAGE LEARNERS IN SLA THEORIES COURSES

This study investigated the expectations of English as foreign language students in second language acquisition (SLA) theories courses. Foreign language learners expected that all second language acquisition courses would assist them in their foreign language learning or acquisition process. This research attempts to reveal the application of these SLA theories in real-life situations when learning and acquiring English as a foreign language. This qualitative and quantitative study included 40 participants studying Languages and translation at the University of Tabuk in Saudi Arabia. This study used Brown’s (2000) framework and principles of language learning. The researcher used three research instruments; questionnaires, an observation checklist, and a semi-structured interview. The findings of the study showed that Many learners were interested and concerned with the relevance of the SLA theories course to their foreign language learning process within the classroom setting and in real-life situations (natural and unnatural settings). In addition, they expected these theories to be supportive and helpful in assisting them to learn the English language as a foreign or second language, which is almost not possible in reality and is not merely practical but rather theoretical. The study recommends that educationists and decision-makers be concerned with developing and designing materials relevant to the application of SLA theories in teaching and learning English as a foreign language.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0279/a.php" alt="Hit counter" /></p>

Lampung Language Subjects in Various Curriculum Contexts and Learning Paradigm

Lampung language as one of the subjects that are in local content taught in educational units has experienced a dynamic development. One of the components developed in the element of education is the curriculum. The curriculum is a reference for the implementation of the teaching and learning process in all educational units for all subjects. Lampung language is one of the regional languages in Indonesia and has been taught by the local government of Lampung Province since 1975. The focus of teaching the Lampung language is on linguistic elements in which there is literacy, culture, and literature. The development of the learning paradigm that is attached to each curriculum becomes a reference that every educator needs to study so that the learning mission can be achieved optimally. The research method used in this research is descriptive qualitative. The purpose of qualitative description descriptive is research that is used to examine natural objects to describe, describe, explain, explain, and answer in more detail the problems to be studied. For the Lampung language subject, the implementation has elements of specific learning and teaching principles. It consists of, the context of language learning, language skills, strategies to grow language acquisition, and language skills. So whatever the curriculum development and learning paradigm, Lampung language learning still puts forward the four principles of language learning and teaching.

Teaching a Foreign Language According to Age Groups

Teaching a foreign language according to age groups (adults, adolescents and preschool/school children) has its own specificity, as well as methods and principles with some attributes of adult learners being facilitative of this task and others constituting a source of difficulties. This study is aimed to provide an overview of key issues relevant to foreign language learning and teaching according to age groups, as well as highlights the ways in which the characteristics of age groups can be capitalized upon to optimize the teaching process. In the first place, common principles of language learning are discussed, which is followed by a consideration of issues concerning the specificity of teaching foreign languages according to age, as well as choice of the most effective methods and strategies.

Intermedia and interculturalism: practitioners’ perspectives on an interactive theatre for young ethnic minority students in Hong Kong

ABSTRACT This paper reports findings from a case study of an interactive theatre for young ethnic minority pupils in Hong Kong. Drawing upon Higgins’s (1966) notion of ‘intermedia’ as a configurational principle, this creative project entails collaboratively-designed performances with elements of drama, music, dance, puppetry, and language learning principles. This study explores – from practitioners’ perspectives – the pedagogical affordances of this intermedia-inspired collaborative project in early childhood settings targeting culturally diverse groups in Hong Kong. Qualitative findings emerging out of autoethnographic reflections of five practitioners, complemented with nonparticipant observation, have pointed to the emergence of an interculturalist gestalt in dialogue with an intermedial configuration. We argue that this opens up spaces for artistic participation and learning beyond language(s) in the early years through tapping into the pedagogical potentials of this creative project. Qualitative data also suggest that practitioners’ abilities to exercise flexibility and openness in response to an intermedial configuration have a mediating effect. Concluding remarks are made of the under-utilisation of intermedia as a boundary-destabilising and configurational principle in arts-based endeavours, and as a pedagogical principle in which multimodal and multisensory learning is embraced as the way forward, with insights drawn from cultural democracy and culturally responsive pedagogy.

Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness

Acquiring and improving advanced foreign language communication skills are considerable challenges for graduates, especially when they require a specialised approach. Additionally, their specific needs and time limitations condition their possibilities of getting suitable programmes once they finish their higher education. This research tries to fill this gap by describing an intensive experiential programme design based on foreign language learning principles and checking the possible effectiveness of this structure in three areas: opportunities to practice, motivating atmosphere, and language improvement. A survey was administered to all the participants present in the last session of each intensive programme (28 in total; 381 participants). Participants had to indicate to what extent they agreed or disagreed with a series of statements regarding the programme’s effectiveness. It was made clear that participation was anonymous, voluntary, and confidential. Results suggest that the experiential programme’s intensive and focussed character is especially suitable for this target group within the context of continuing education due to the extensive access to meaningful input and interaction and the emotionally favourable learning environment. Regarding learning outcomes, students found that the intensive experience was successful from a language acquisition perspective, and they reported improvement in their perceived comprehension, lexical development, and general communication skills.

Õppetegevuste haaravus, aktiivsus ja jõukohasus eesti keele kui teise keele täiskasvanute kursustel: õpetajate arvamuste analüüs

Artiklis vaadeldakse eesti keele kui teise keele õpetajate (n = 59) vastuseid küsitlusele täiskasvanute kursustel kasutatavate õppetegevuste, õppetöös esinevate probleemide ning heade kogemuste kohta. Õppetegevuste tõhusust analüüsitakse haaravuse, aktiivsuse ja jõukohasuse seisukohalt. Analüüsi põhjal tehakse ettepanekuid õppetegevuste arendamiseks. *** Engagement, activity and affordability of learning activities in Estonian as a second language courses for adult learners. Analysis of teachers’ opinions Estonian as a second language is mostly taught to adults in language courses. The courses are very popular among the target group, but the effectiveness of the courses is not always very high: a large part of those who have passed the course are unable to take the necessary language exam or use Estonian outside the classroom. The effectiveness of learning a second language depends on many factors, one of which is the teaching methodology used. Today, it is considered that there is no universal methodology, but effectiveness is ensured by the engagement, activity and affordability of learning activities for the target group (Dörnyei 1994; Richards 2006; Brophy 2016; Tomlinson 2010, 2012; Kitsnik 2020). The methodology used in teaching Estonian as a second language for adult learners has not been scientifically researched so far . This article focuses on teachers’ assessment of the teaching activities used in their lessons. In order to obtain survey data, a survey was conducted among training companies approved by Keeleamet (the Language Board), Estonian language houses and teachers of the adaptation program. 59 teachers responded to the survey, 61% of whom have more than 10 years of teaching experience. The survey consisted of 35 questions (both multiple-choice and open-ended) on learning activities, problems and good practices used to develop listening, reading, speaking, writing, vocabulary and grammar skills. In their opinion, teachers use quite authentic teaching materials, and different learning activities (Larsen-Freeman 2007). According to teachers, almost all of them who responded to the survey at least sometimes use gamification. The main problems were students’ fear of speaking Estonian (mentioned by 46% of respondents) and poor memorization of new words by students (also 46% of respondents). In addition the common problems were a shortage of good teaching texts (especially listening texts), the ambiguity of the volume of teaching grammar, the students’ insufficient learning habits and learning strategies, and the lack of language practice outside of lessons. The descriptions of good practices highlighted the importance of the interest and informativeness of the study texts and the usefulness of the activity, creativity, diversity and systematic nature of the tasks. The problems that have emerged point to the need to develop teaching methods for adult Estonian language courses. As follows, there would be a need for lesson surveys, student surveys and testing to obtain more detailed information on the impact of the content and format of learning activities from sources other than teachers. It would then be worthwhile experimenting with interventions in mainstream learning activities through a systematic curriculum based on modern language learning principles and successful experiences to date, focusing on finding solutions to the main problems that have arisen.

Designing speaking interaction in LMOOCs: An eTandem approach

AbstractPromoting speaking interaction remains a challenge for language massive open online courses (LMOOCs), both from a pedagogical and technological standpoint. This paper describes the design process of the tandemMOOC, which exploits the massive, open and online features of MOOCs in order to offer language learners online speaking interaction practice with native speakers of their target language. The course is based on eTandem language learning principles and equips learners with the necessary competences to be able to cope with online second language (L2) speaking opportunities. Following a design-based research approach, this paper presents an analysis and discussion of seven components of the design: learning environment, facilitation dynamics, dyad configuration, task types, task topics, feedback provision, and gamification components. The analysis of the implementation of these elements results in a set of key features for the integration of L2 speaking interaction activities in LMOOCs.

Investigating education students’ language learning beliefs and motivation for learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum.
 Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies

How far have we gone? Integration of intercultural language learning principles in Philippine ESL classrooms

Intercultural education is firmly rooted on the notion that language and culture are intrinsically linked. Several studies have looked into the importance of understanding different languages and cultures in language teaching; however, studies on the integration of principles intercultural language learning (IcLL) in Philippine ESL classrooms seem to be lacking. This is what the article addresses as it looked into the extent of integration of IcLL principles in two higher educational institution in Region 2, Cagayan Valley, Northern Philippines. Anchored on the principles of IcLL and through the employment of survey to elicit responses of the language teachers as to the integration of IcLL principles in language classrooms, results revealed that teachers perceive IcLL to be integrated in their classrooms to a great extent. Specifically, the principles of active construction and social interaction are integrated to a very high extent while the principles making connections, reflection, and responsibility were perceived to be integrated to a high extent. As regards classroom activities, the teachers favored the employment of discussions, lectures, writing tasks, oral reports, role plays, small group tasks, simulations or skits and collaborative learning activities in transmitting the target culture.

The Principles of Language Learning and Teaching in Communication Skill Developments

A language has two different and integrated skills, the receptive skills and the productive skills. Surprisingly, a speaking is a part of the productive one, as one of the main skills of all. It is also categorized as the micro ability salient for an effective communication and a global means of communication within both social interaction as well as digital communication. The development of the micro ability must have been considered by paying attention toward the principles of language learning and teaching; needs-based curriculum, learning methods, and the theoretical basis construction. The strong consideration of the basic principles of language and teaching gives the nuance and the insights towards both language teachers, curriculum makers, as well. The use of Communicative Language Teaching (CLT) reflected from what is rooted in Hymes’ theory emphasizes on Communicative Competence as a social interaction and functional rules of human language (Constructivism Theory). Whereas the Chomsky’s notion of Communicative Competence based on the psycholinguistic perspective depicting a language has two concepts, namely competence and performance (Nativist Theory). Finally, a language is seen as a phenomena observable and even process of automaticity. It focuses on the relationship of stimuli-responses by strengthening that relationship through more exercises / practices.

TEACHING STUDENT'S SPEAKING ABILITY USING TIME TOKEN ARENDS

Speaking is one of skills that should be mastered by all of students who learn English. However, passive students face some difficulties in speaking. They are less confident, so they difficult to talk in present of the class. Regarding this, the teacher should teach using appropriate strategy to improve students’ speaking ability and to increase their confidence. This research was conducted to find out whether Time Token Arends can improve students’ speaking ability. This research was arranged using Classroom Action Research. The sample taken by using purposive sampling technique. The writers took 32 students of class X IPS 1 in one of a senior high school in Cianjur as the sample of this research. The result showed that Time Token Arends can improve students’speaking ability, especially in encouraging passive students become active students.Aratry. S, Rumiri, A. & Desri, M. S. (2017). The Effect of Please Strategy on the Ability of the first year Students of SMPN 5 Pekan baru in Paragraph writing. FKIP Universitas Riau.Arends, R. (2009). Learning to teach. United States: McGraw Hill.Arikunto, S. (2013). Prosedur Penelitian. Jakarta: PT. Rineka Cipta.Babie, E. (1990). Survey Research Methods (2nd ed.). California: Wadsworth Publishing company, 2nd ed.Brown, H. D. (2001). Principles of Language Learning and Teaching (5 editions). New York: Pearson Education Inc.Hatch, E. M., & Farhady, H. (1982). Research design and statistics for applied linguitics. Rowley, Mass: Newbury House.

Bilingualism reveals fundamental variation in language processing.

Although variation in the ways individuals process language has long been a topic of interest and discussion in the psycholinguistic literature, only recently have studies of bilingualism and its cognitive consequences begun to reveal the fundamental dynamics between language and cognition. We argue that the active use of two languages provides a lens through which the interactions between language use, language processing, and the contexts in which these take place can be fully understood. Far from bilingualism being considered a special case, it may provide the common basis upon which the principles of language learning and use can be modeled.

Why haven't we solved instructed SLA? A sociocognitive account

Translating current principles of language learning into effective classroom practice requires a nuanced understanding of the cognitive and social factors that shape how learners engage in instructional activity. In this paper, we identify four principles that represent a current theoretical consensus in the field, which we hope will guide practitioners as they assess their work: (1) All language use is purposeful, but not all language use is meaningful; (2) we learn by doing; (3) metalinguistic knowledge (still) matters; and (4) social contexts co‐construct development. We then critique a common assumption that teachers can seamlessly implement pedagogical recommendations from available professional development opportunities and materials. Although the methods and techniques proposed through professional development may provide examples for implementation, only a deep personal understanding of principles can inform how they are most effectively realized in any local context. It is therefore the responsibility of teacher education and professional development providers to better articulate justifications for their recommendations and explore flexible adaptations in their application. It is also incumbent on researchers and theorists to better understand the realities of practitioners so that the principles they espouse will translate more readily into meaningful recommendations for practice.