Language Learning Theories Research Articles

Malaysian Rural Secondary School Students’ Attitudes towards Learning English as a Second Language

Students' attitudes towards learning English as a second language is not a new issue, yet much is to be known about the factors that actually affect the students' attitudes, especially those who live in rural areas that are known to have poor perceptions towards as well as poor performance in learning the English language as compared to Malaysian students who live in urban areas. Using Spolsky's (1989) Model of Second Language Learning and Gardner's (1985) Second Language Acquisition Theory, this study examines rural Malaysian students' attitudes towards learning English as a second language. The main objective is to investigate the individual elements or factors influencing rural secondary school students' attitude towards learning the English language. By employing a case study approach, four students from two different grade levels in a rural secondary school were purposely selected and individually interviewed and observed in their learning environments. The data were analysed using within and cross case analyses as well as thematic analysis, in which the authors read and annotated interview transcripts, identified themes, developed a coding scheme and coded the data. The findings suggest that there were two most significant factors influencing the students' attitudes towards the learning of English; i) lessons not catered to students' proficiency levels and interests, and ii) students' individual reactions to negative and positive experiences.

Machine Translation for EFL

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

An Assessment of Social Interaction Responsiveness of Selected Online Resources for French Vocabulary Learning by Foreign Learners

This paper investigates the appropriateness of Internet-based learning resources in the acquisition of French vocabulary by foreign learners using the framework of the social interaction theory of learning. Five online French language learning platforms are randomly selected and an assessment of their responsiveness to the framework of the social interaction theory of foreign language learning is carried out. Findings show that the five online resources, although not on the same level of interactive effectiveness, would be of great assistance to foreign learners of French in their quest to acquire adequate vocabulary. Finally, far-reaching recommendations are made to developers of online vocabulary learning resources on how to best present their learning contents for optimal results. Recommendations are also made to French teachers and learners on ways by which the use of online platforms can be optimally utilized to facilitate the acquisition of French vocabulary.

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

Language Learning Approaches: Unity in Diversity

This is a conceptual paper based on the existing literature related to three famous language learning theories; Audio-lingual Method, Communicative method and the hypotheses of Stephen D. Krashen. These three schools of thought are not usually seen as similar or it is not common to find much literature regarding these theories having any common traits. The individual criticism on each of these theories focuses on many of their individual aspects but not on similarities among these three. The researchers however, after studying these theories closely, have been able to extract some striking similarities in spite of all the commonly known differences. The aim of this paper is to invite more focus and more research on similarities shared by these apparently independent schools of thought and consequently exploit the maximum fruits of these powerful theories. The findings suggest that the multiple similarities among the three schools of thought under study can jointly be named as one very vividly common trait: stress on the communicative skills involving listening and speaking to be the key towards successful language learning.

(نحو الإبداعية في إعداد البيئة اللغوية الفاعلة بإندونيسيا (تجارب المعاهد العصرية والنوادي العربية والجامعات

Quality upgrading needed in repairing Arabic learning, either in the system, curriculum, process and evaluation. One of the reconstruction efforts was to create language environment, because it is considered effective to increase language skills. The existence of Arabic environment becomes very important because always be present to surrounds and offers nuance of learning Arabic. Furthermore the language is a communal social product not an individual in person, till someone grow and absorb the language rules specified in their communities through learning or imitating. Therefore the creation of good language environment, true and conducive will have a big influence in mastering of Arabic language. Caused by the importance of language environment itself, the author discuss about theory of language acquisition and learning, some strategies for creating of conducive environment, procedure as well as media of language environment development, supporting and inhibiting factors.

Sprache im Spannungsfeld zwischen Linguistik und Sprachlernforschung

Against a common question about the influence of linguistics on theories of foreign language teaching and learning in this article a contrary question concerining a reverse relation is asked: what is the influence of theory of foreign language teaching and learning on linguistics? It concerns esepcially contrastive analysis and factors determining the development of students' interlanguage.

A case study of the L2 development of Mohammad – An Iraqi child who is an immigrant in Australia – considering psychological and social factors that affect the development of his L2

This paper examines the factors that influence the second language development of Mohammed, an Iraqi child who came to Australia as a refugee one year ago. The factors that affect the linguistic development of the target which will be considered in this paper are: similarities and differences between the first language L1 and the second language L2, psychological factors, and social factors. The paper will provide sufficient background information on the learner and draw on a number of language learning theories in the discussion of each factor. The examination of the various factors revealed that the most suitable approach in teaching is content-based instruction in which the target can learn the subject matter content and at the same time develop proficiency in English language. He must also be highly encouraged to speak L2 in and outside school to achieve suitable level of fluency.

A Bakhtinian take on languaging in a dual language immersion classroom

Language brings a classroom to life and crafts the teaching and learning space. Sociocultural theories of language acquisition and learning focus on the role of language as a mediator for development. While research on languaging and translanguaging practices in English medium and multilingual classrooms is on the rise, less attention has been paid to the languaging work occurring in the translanguaging space of the dual language immersion classroom. To this end, this study explores the languaging choices of a second grade French immersion teacher as he imparts both language learning objectives and his enactment of critical peace education. This article provides a micro-discourse perspective of the speech genres utilized within a single lesson on adjectives conducted in both French and English. Data analysis revealed the ways in which students and their teacher together languaged academic French and peace education in and through different speech genres. This study demonstrates the affordances of a speech genre analysis for researching multilingualism in dual language learning settings. Implications for pedagogy and theory about bi/multilingual discourse are discussed.

The Effect of Social Network Size on Hashtag Adoption on Twitter.

Propagation of novel linguistic terms is an important aspect of language use and language change. Here, we test how social network size influences people's likelihood of adopting novel labels by examining hashtag use on Twitter. Specifically, we test whether following fewer Twitter users leads to more varied and malleable hashtag use on Twitter, because each followed user is ascribed greater weight and thus exerts greater influence on the following user. Focusing on Dutch users tweeting about the terrorist attack in Brussels in 2016, we show that people who follow fewer other users use a larger number of unique hashtags to refer to the event, reflecting greater malleability and variability in use. These results have implications for theories of language learning, language use, and language change.

THE METHODOLOGICAL ASPECT OF USING ASSOCIATED EXERCISES FOR WORKING WITH WIMMELBUCH AT ENGLISH LESSONS IN PRIMARY SCHOOL

The article describes the methodological aspect of using associative exercises for working with illustrative material of Wimmelbuch at English lessons in primary school. It is found out that much attention is given to teaching a foreign language to schoolchildren at the age between six and seven whose age characteristics determine moving and motor activity and a significant role of the nonverbal component in self-expression. It is determined that non-verbal actions play an important part in communication and have a significant influence on the partner, so this fact should be taken into account while teaching foreign language communication. The purpose of the study is to find out the didactic conditions for using associative exercises to work with the Wimmelbuch at English lessons in primary school. The relevance of the outlined problem is determined by the lack of development of the intercultural and activity approaches to the issue of using associative exercises to work with the Wimmelbuch for conducting intercultural communication. The article proves that the illustrative materials of the Wimmelbuch helps to realize the principles of the concept of personality’s development in cross-cultural activity, that meets the requirements of modern society to the level and quality of foreign language education. By using associative exercises while working with the Wimmelbuch at English lessons, the conditions are created for developing primary schoolchildren’s language abilities and for training them for real communication within intercultural contacts, in which it is necessary to understand and use not only verbal but also non-verbal means of communication. The associative exercise is specially organized training which is performed by using a large number of different analyzers (visual, auditory, speech-motor and moving). Such exercises give an opportunity to solve the main problems of teaching a foreign language to primary schoolchildren, because it is based on the actual theory of language learning through the personal activity of a child. The use of non-verbal associative symbols at foreign language lessons allows a student to perceive language material through all analyzers, and the student’s need for moving activity is fully ensured. Methodical tasks of the associative exercises are defined as to extend language abilities of students within the communicative minimum; to make studying a foreign language interesting, that will develop a student’s positive attitude to learning; to bring studying a foreign language closer to free communication; to involve the language experience of students’ communication in their native language to transfer it to communication in a foreign language and vice versa; to train moral qualities and culture of communication; to acquaint students with the peculiarities of socioculture of a foreign country, etc.

TATHMINI YA LUGHA YA KUFUNDISHIA KUANZIA SHULE ZA CHEKECHEA HADI DARASA LA TATU NCHINI KENYA

The question of which language should be used as a medium of instruction from nursery school to class three in primary schools has been a topic of discussion in Kenya since the 1960’s. It has been proposed that the language of instruction at those levels of education be the language of the catchment area or Kiswahili in cosmopolitan areas. Language learning theories backed by research indicate that the use of local languages (first language) as a medium of instruction in the formative years of the child makes them understand faster what is being taught. This is because language is no longer a barrier in the learning. Examples given of developed countries indicate that these countries have prospered because they used local languages in their education systems. This paper revisits this issue 51 years after the nation of Kenya got its independence and having undergone several socio-political changes. The paper analyzes the current situation in Kenya today and gives recommendations on how best that policy can be implemented in the changed circumstances.

Pedagogical challenges in teaching ESOL/Multilingual writers in theological education

AbstractA theological school's international students contribute to and are constitutive of its diversity. Yet while research on diversity in theological education is flourishing, the pedagogical challenges of international ESOL (English for Speakers of other Languages) theological students and of their teachers have received scant attention. This article probes the pedagogical challenges of international student writers in theological schools, and of their teachers and tutors, by (1) reflecting on those challenges, their context, and responses to them; (2) connecting contemporary theories of ESOL language learning with the practice of teaching and tutoring non‐native English writers in a theological context; and (3) proposing a discipline‐driven, writing‐centered ESOL pedagogy that I call “Writing Theology as a Common Language.” See as well “Responses to Lucretia B. Yaghjian's ‘Pedagogical challenges in teaching ESOL/multilingual writers in theological education,’ by Steed Vernyl Davidson, Sheryl A. Kujawa‐Holbrook (with Ahsah Kyuelna and Angela Wendy Tankersley), Hyo‐Dong Lee, and Carmen M. Nanko‐Fernández, published in this issue of the journal.

Design and Implementation of a College English Listening Learning System Based on Android Platform

To create a good English listening learning environment for college students, based on the Android platform and learning from mobile learning theory and language learning theory, Android software platform was applied to design and develop a learning system for college students' English listening. The system could provide a relatively complete listening learning system accord-ing to the listening cognition rule, increase the intelligence test, strengthen the listening training and feedback mechanism, help improve the listening level step by step, and improve the input and output process of listening learning. The practice showed that the system could effectively improve the learning effect of college students' English listening mobile learning.

A Proposed Design and Rationale of Task-Based Activity as a Learning Assessment

Language assessments are tests used to evaluate student communication ability. They are employed to source information critical to making decisions for education programs. Furthermore, language assessment can indicate a person’s level of ability to acquire, learn and use a new language (Bachman 1990 p. 94). The current article aims to design an English language assessment test to assess the language skills of listening and writing of fourth year students in a senior public secondary school in Iraq. First, the teaching context in which the assessment is designed for will be explained. Next, an illustration of the test’s purpose in language evaluation will be given. Following, the rationale underling the assessment will be addressed, with reference to theory of language and language learning. Furthermore, construct validity of the test through analysis of the outcomes of the test will be presented. Finally, the detailed procedures and the rubrics of the assessment shall be summarized.

On Computer and Foreign Language Teaching and Learning in Big Data Era

The purpose of this paper is to explore the application of computer to foreign language learning in Big Data era. Combining the properties of language learning and teaching theories, we analyze the potential uses of computer in foreign language learning. We find that the main potential of computer-based foreign language learning lies in making authentic language resources accessible to learners, providing Big Data analysis for foreign language teaching and triggering the new online learning and teaching models. As for foreign language learning in Big Data era, we propose that the application of computer should be based on the learners’ need and teachers’ instruction.

Qualifying Teachers’ of English for Specific Purposes to Meet the Global Challenges

As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students’ English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents’ education background and teaching experience.

Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.

Towards a modular language curriculum for using tasks

Task-based language teaching (TBLT) and task-supported language teaching (TSLT) are often seen as incompatible as they draw on different theories of language learning and language teaching. The position adopted in this article, however, is that both approaches are needed especially in instructional contexts where ‘pure’ task-based teaching may be problematic for various reasons. The article makes a case for a modular curriculum consisting of separate (i.e. non-integrated) task-based and structure-based components. Different curriculum models are considered in the light of what is known about how a second language is learned. The model that is proposed assumes the importance of developing fluency first. It consists of a primary task-based module implemented with focus-on-form (Long, 1991) and, once a basic fluency has been achieved, supported by a secondary structural module to provide for explicit accuracy-oriented work to counteract learned selective attention (N. Ellis, 2006): one of the main sources of persistent error. The article also addresses the content and grading of the task-based and structural modules. It considers the factors that need to be considered in the vertical and horizontal grading of tasks but also points out that, for the time being, syllabus designers will have to draw on their experience and intuition as much as on research to make decisions about how to sequence tasks. An argument is presented for treating the structural component as a checklist rather than as a syllabus so as to allow teachers to address selectively those features that are found to be problematic for their students when they perform tasks.

Landasan Filosofis Pembelajaran Bahasa Inggris Di Indonesia

The Indonesian curriculum for junior and senior high school level always undergoes a revision. This is aimed at finding the good patterns practically and theoretically to reach the goals of national education that are to educate whole Indonesian societies. Through curriculum changes, the teachers hope they can develop their students’ competences holistically in social attitude, skills, and knowledge. Theoretically, the educational curriculum from 1994 to 2013 always refers to educational philosophies. This paper shows the curriculum analysis based on educational philosophies. Dealing with the result of curriculum analysis, the educational philosophies in Indonesian curriculum are progressivism, constructivism, and humanist-religious. These educational philosophies are deemed dominantly affecting the Indonesian curriculum nowadays. For English language learning, those philosophies are adopted. It can be seen from language philosophy referred, and language learning theory applied. This analysis is based on the appropriateness of language approach, method and technique applied in classroom as a mirror of educational philosophy that follows.