Language Learning Theories Research Articles

The Independent Learning (Nature-Based Learning): Outdoor Study Arabic Learning Nature School Jambi City

This study describes nature-based learning as an offer of new learning outside the classroom for Arabic learning at the Jambi City Natural School to implement independent learning in Indonesia. Field research used a qualitative approach rooted in natural settings as data integrity. Well, interviews, observations, and documentation as a comprehensive data collection technique. The findings of the research, which located at the al-Fath natural school in Jambi, show that nature-based fig language learning is carried out by (1) an integrative curriculum of three curricula: Nature, Integrated Islam, and the National Education by applying the spirit of independent learning and make nature. 2) outdoor class based on contextual approach with the application of the saung mode backpacker and live-in. Program career days and Quran week used active learning methods Implemented in Arabic learning. 3). Supporting factors: open learning places and teachers applying various variations of teaching methods. Furthermore, the inhibiting factors: the use of big themes, combining Arabic language material with other materials, teacher competence, and parental cooperation. Arabic based on an integrative curriculum is a new paradigm in outdoor class-based Arabic learning, which is currently primarily taught in class as a unit of mainstream language learning theory.

Investigating Affordance in Technology-Enriched Language Learning Environment Through Exploring Students’ Perezhivanija

Abstract Preceding works tend to explicate affordance through supposing what is happening here and now. They seldom relate it to actual social, diachronic activities, such as foreign language learning. To tackle this issue, this study explores how students actualize affordances in technology-enriched language learning environment (TELLE) by examining their perezhivanija (lived and emotional experience), a term borrowed from sociocultural theory. Because an individual’s social life is a developing process or a perezhivanie Perezhivanie is the singular form of perezhivanija. , it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized. Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China. The results showed that due to the students’ different past perezhivanija in English learning, their present interpretations of the perceived affordances in TELLE varied. This influenced hugely in their actions taken during their English learning in college to actualize the affordances. The findings indicated that the actualization of affordances is historical, dynamic and developmental instead of static. It does not lie in the autonomy of the students or the teachers, but in the institutional and cultural legitimacy of technology use in student’s social life. The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.

Use of infographics for the development of cadets’ speaking skills at foreign language classes

The search for effective tools used in teaching English in a military college within the constraints posed by limited time resources is a top problem of foreign language learning theory and practice. The implementation of the principle based on visual aids involves the visualization of linguistic and socio cultural material at foreign language classes and fulfills the requirements of new federal educational standard to the educational process in a higher educational institution, creates the conditions of better assimilation of information studied at the lesson, and encourages cadets to speaking activities. The author gives a very detailed analysis of the infographic method, as a mean of developing students’ communication and speaking skills, relating to the field of foreign language teaching. In the present article it is considered as a graphic way to present the information that combines text material, as well as graphic elements, which provide a visual support for speaking monologue on the topic. The didactic ability of the use of infographics at practical English classes was analyzed by the author. The detailed description of the pedagogical objectives, reached by means of this method, its advantages, possibility of its use for solving educational problems at different lesson stages was given. The methodological recommendations for the purposes of organizing infografic-based activities at English classes and the plan of speaking monologue (support scheme) on infografics were proposed for use. Also, the examples of tasks based on the infographic method, which can be used at foreign language classes in a military college, were given.

Oral English Development of EFL Learners from the Perspective of Complexity Dynamic Theory

With the development of economic globalization and cultural integration, the learning of a second language has become increasingly important for economic, political, and cultural exchanges in the world today. Complex dynamic system theory is an important research theory of foreign language learning methods for nonnative speakers. However, the research and application of the complex dynamic system theory in oral foreign language learning of English as a Foreign Language (EFL) learners are not prominent. The purpose of this paper is to explore the learning situation of oral English of EFL learners from the perspective of the complex dynamic system theory and provide some new learning methods and suggestions for EFL learners’ oral English learning based on the research of complex dynamic system theory. First, this article discusses and analyzes the current situation of oral English learning of EFL learners through literature research and a questionnaire survey. Then, based on the related research on the theory of complex dynamic systems, this article proposes countermeasures and learning method recommendations for the problems existing in the current oral English learning of EFL learners. After that, this paper sets up a controlled test of oral English learning through the learning method formulated by the complex dynamic system theory and verifies the learning effect of the oral English learning method proposed in this paper according to the mathematical theory research method of the complex dynamic system. Finally, this article discusses the reliability of the experimental research conclusions based on the error analysis and confidence level estimation of the experimental results. The research results show shows that there is 95% confidence that the second language learning method proposed in this paper under the perspective of the complex dynamic system theory has a positive effect on the oral English learning of EFL learners.

Pop cosmopolitanism and online language learning: findings from a discrete choice experiment

ABSTRACT This article considers the burgeoning online market for language learning as representative of an emerging form of Internet-enabled pop cosmopolitanism. The analysis is based upon a survey-experiment conducted on one of the world’s largest online language learning platforms. Drawing on theories of media globalization, cosmopolitanism and language ideologies, the study explores the factors that drive participation in online language learning and the attributes students favor in teacher selection. The results suggest that student preferences are closely related to learning motivations and media consumption. Specifically, ‘pop cosmopolitan’ students are far more likely to favor native speakers than students who are motivated by more mundane instrumental goals (such as career advancement). We attribute these findings to enduring perceptions about native speakers as more authentic representations of a particular language and culture. The implications of these findings for theories of pop cosmopolitanism and online language learning are discussed.

The impact of linguistic background on the nature of classroom dyadic interactions: evidence from L2 and L3 learners of English as a foreign language

ABSTRACT Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight leaners of English as first and eight learners of English as second foreign language after French. Their measured English proficiency corresponded to A2 level. They were presented with two similar grammar-based tasks on sessions 11 and 12 with different pairing configurations and an isomorphic version of both tasks on session 13 to be completed individually. Data from pair talks and individual performances were analyzed in three stages to: a) find the major factors distinguishing the quality of interactions, b) compare the quality of L2ers and L3ers’ interactions when they were matched or mixed, and c) examine the learning benefits of the interactions across L2ers and L3ers in terms of transferring knowledge from interactions to their subsequent individual productions. The findings indicated a role for linguistic background in mediating the nature of pair interactions and shaping dyadic relationships by impacting L2ers and L3ers’ perception of each other’s proficiency.

Positive Evidence and Negative Evidence in Second Language Classroom

Second language theories of language learning have to acknowledge the role that input plays a fundamental role in the process of second language learning (SLL) and the benefit of the interaction between participants in the classroom. As it was known, there are two major types of input: Positive Evidence (or Primary Linguistics Data) and Negative Evidence and both are available in second language acquisition. 
 Positive evidence is a kind input that learners receive concerning the target language itself in a natural linguistic environment. It can be provided as authentic input, like what occurs in naturalistic conventions, or as modified input, like what occurs in foreigner talk discourse or teacher talk. To this end, the current paper aims to review and discuss the literature of whether or not each of these input is usable in second language acquisition.

Actualising Content and Language Integrated Learning (CLIL) in Irish-medium education; why, how and why now?

This is a time of great change, vulnerability and possibility for the Irish language and for Irish-medium education. Research shows the language in serious decline in the Gaeltacht; areas of Ireland designated as being predominantly Irish speaking. There are also inconsistent approaches at the policy level in addition to an ambiguous attitude to the language amongst the general public. This article examines the research, policies and recent initiatives relating to Irish-medium education and to the language itself. A core imperative underpinning this article is to explicate a strong case for the connection between Irish-medium education and international research on Content and Language Integrated Learning (CLIL), a field that encompasses the cognate area of immersion education best practice and draws on the theory and practice of language acquisition, teaching and learning. The authors contend that if the language learning outcomes of students in Irish-medium education, particularly at the post-primary level, are to be maximised, now is an opportune time, if not the last chance, to truly actualise CLIL.

Identifying the contradictions in the technology enhanced language classroom

This study takes place in the context of a federal laptop-mediated English language pre-university course in the United Arab Emirates. Despite predictions and claims from policy makers and practitioners that 1:1 classroom devices would revolutionise teaching and learning, student results remain static and student attrition remains high. Through the lens of activity theory this paper identifies ten contradictions, and their discursive manifestations, potentially causing failure and attrition. This paper contributes to the fields of technology enhanced learning, 1:1 device initiatives, English language teaching, computer assisted and mobile assisted language learning and activity theory by highlighting several problematic experiences in teachers’ practices and mapping these within the activity system context. The paper also questions the positive impact of a 1:1 laptop initiative in this particular context, with implications for future research.

Danish as a Window Onto Language Processing and Learning

AbstractIt is often assumed that all languages are fundamentally the same. This assumption has been challenged by research in linguistic typology and language evolution, but questions of language learning and use have largely been left aside. Here we review recent work on Danish that provides new insights into these questions. Unlike closely related languages, Danish has an unusually reduced phonetic structure, which seemingly delays Danish‐learning children in several aspects of their language acquisition. Adult language use appears to be affected as well, resulting, among other things, in an increased dependence on top‐down information in comprehension. In this conceptual review, we build the argument that a causal relationship may exist between the sound structure of Danish and the peculiarities of its acquisition and use. We argue that a theory of language learning that accommodates the existing evidence from Danish must explicitly account for the interaction between learner‐related factors and language‐specific constraints.

The Global ELT coursebook: A case of Cinderella's slipper?

English language teaching (ELT) publishing as we know it today has a long and lucrative history, dating, according to Rix (2008), from the Longman publication of Michael West'sNew Method Readersin 1926, to the present day, where annual turnover runs to around US$194 billion (Jordan & Gray, 2019). Some of the sector's best-sellers, such as Oxford University Press'sHeadwayseries (Soars & Soars), have sold over 70 million copies (Ożóg, 2018) with OUP'sEnglish File(Latham-Koenig, Oxenden, & Lambert) selling over a million copies in China alone. Generally speaking, it is taken for granted that commercial publications in the educational sector are based on sound, accepted pedagogical principles. Early language teaching publications (from the 1950s onwards) naturally reflected practices that were thought to promote language learning at that time – such as repetition, drills and sentence-level grammar exercises. As our understanding of language learning developed, this Structural approach gave way to a Communicative one, reflecting the 1970s preoccupation with the importance of communicative competence, influenced by theorists such as Hymes (e.g. 1972) and Halliday (e.g. 1975). This approach remains the predominant one (in the West at least) 50 years later. It represents, remarkably perhaps, the last time that applied linguistics substantially influenced a language teaching approach, or at least, one that had such global reach and enduring influence. Since then, findings from the fields of applied linguistics and second language (L2) acquisition, which should have fed into language learning approaches and hence language coursebooks, have been slow to do so in any systematic or significant way. Where they have, the way in which language learning theory ‘translates’ into pedagogy in the coursebook and thence classroom, can be questionable. In parallel with this is the problem of the socio-cultural standpoint of teaching materials of an international language such as English, issuing from a particular geographic heartland, viz. England. As with applied linguistics and L2 acquisition research, developments in sociolinguistic, socio-cultural and socio-political theory have been realised in language teaching coursebooks only as a rather superficial multi-cultural gloss. The advent of ‘global’ coursebooks conceived in the 1990s, with multiple iterations, attempting to capture international appeal, still has not resolved the conundrum that language – and hence language teaching materials, that is, the combination of content and pedagogy – constitute cultural artefacts, imbued with cultural values and ideologies. All in all, as Timmis, Mukundan, and Alkhaldi laconically observe: ‘for such commonplace objects, [coursebooks] have aroused a surprising degree of controversy’ (2009, p. 11). These then, are the chief areas of contention that I will develop in this article. Opposing these issues, it will be acknowledged that coursebooks remain the default language learning resource, and that teachers and learners world-wide need, want and value them as ready-made language teaching materials.

Analisis Bahassa ditinjau dari Karakteristik, Isu Belajar dan Teori Bahasa

This article discusses language in terms of children, issues and theories of language learning. Language is the special capacity that exists in humans to obtain and use complex communication systems, and a language is a specific example of such a system. Issues in language include language development, language and thought processes, language and animals, cultural differences in language and the relationship between the brain and language. Then the two theories of language learning approaches, namely the conditioning approach in language learning, have a basic assumption that language is studied in accordance with the principles of conditioning and a psycholinguistic approach.

MY LIBERATING APPROACH EDU-POLITICAL THEORIES

The practical results of current innovative methods and approaches which have been formulated based on Imperialism' theoretician theories are falling short of expectation in the present complicated competitive world’s circumstances: They are contributing to uncivilized detrimental-to-peace peasant societies. The present article, as such, gives a brief but to the point introduction to this researcher’s (Hosseini, 2000, 2020) seminal holistic revolutionary liberating didactic approach known as Competitive Team-Based Learning (CTBL) as a significant alternative to the present doomed-to-failure colonial educational approaches. Most importantly, it sheds light on this researcher's edu-political theories namely Cognitive Socio-Political Language Learning Theory and Multiple Input-Output Hypothesis based upon which he formulated CTBL. The article then seeks to throw into relief CTBL's distinguishing features and characteristics which make it a catalyst for transformation and change and elaborates howabouts of its contribution to the decline of the present Imperialist’s methods and approaches. The findings of some researchers on the effectiveness of CTBL as well as some significant suggestions to researchers, educators and educational policy makers have also found a place at the end of this article. CTBL is this researcher’s proactive sophisticated reaction to the social / political circumstances he and his family members along with the other marginalized/deprived communities are suffering from. Article visualizations:

Developmental research on an interactive application for language speaking practice using speech recognition technology

This developmental research aims to (1) examine the design and developmental process, (2) investigate the nature and structure of the application, and (3) analyze the results of expert reviews and usability tests. Twenty-five participants, including a developer, an instructional designer, Korean language educators, educational technology researchers, human–computer interaction experts, and language learners, were involved in this study. This study was conducted in the following steps: (1) formulated design principles through the literature review of language instruction and learning theories, computer-assisted language learning, speech recognition technology, human–computer interaction, and scaffolding, (2) developed a functional software prototype that adopted the formulated design principles, (3) conducted expert reviews and learner usability tests, (4) revised and updated the application through the repetitive expert reviews and learner usability tests, (5) analyzed the results of the final expert review, usability test, and log data analysis, and (6) clarified the implications of the development research. The developed application shows an approach to addressing the challenges of second language classrooms that might cause a low-level of learner’s language speaking performance. This study specifically delivers knowledge about the design and developmental process of computer-assisted language learning software. This provides guidelines for educational technology researchers and practitioners who work on similar projects.

Minority language learning in Kven through conversation

ABSTRACT Language learners of Kven participated in informal learning settings using the Master Apprentice method, a method often used in language revitalization. The use of this method is studied in the light of sociocultural theory of language learning, which focuses on the relationship between collaborative learning and learner autonomy. The students of Kven improved their oral proficiency when using the language with the mentors in informal conversations. The informal learning setting increased learner autonomy among the participants because they exercised learner agency and used language learning strategies. Language learning takes place not only cognitively, but also emotionally. Anxiety can discourage learners from using language; self confidence influences the courage to speak. The MA method helped learners to master their negative feelings, and to lower anxiety. Positive feedback helped them take initiative for the use of the Kven language independently after first practising it with their mentor. However, beliefs about language learning seemed to guide the choice of learning activities. Practical activities, which are usually included in the use of the MA method, were not included, even though they would probably have influenced language learning in a positive way.

“I Call Them My Little Chinese Kids”: Parents’ Identities and Language Ideologies in a Mandarin-English Dual Language Immersion School

Research on bilingual education presents clear advantages for children’s linguistic, cognitive, and social development. However, recent criticism of dual language education programs has led to claims of dual language education as a marker of elite bilingualism or that parents play their roles as socially accepted “good parents” by sending their child to a bilingual school. This paper presents the linguistic ideologies of parents of students enrolled in two Chinese-English dual language schools in the MidAtlantic U.S. Qualitative data were obtained from in-depth interviews with 21 parents (mothers = 15, fathers = 6), the majority of whom have no Chinese ethnic connection. In drawing from theories of Family Language Policy, parents addressed the connections between Mandarin and economic, political, sociolinguistic, or sociocultural factors. Discussions with parents reveal both their knowledge and misconceptions regarding language learning theories. Findings also indicated that parental language ideologies often intertwine Chinese language with culture and nationality. Further, this research explores the ways parents uniquely shaped their identities in how they both accept and reject aspects of Chinese culture and language. My study reveals a more nuanced portrait of the parents who choose Mandarin immersion for their children, and explores the critical role that caretakers can play in informing bilingual policies and practices.

An-Naẓariyyah Al-Ma’rifiyyah Wa Istikhdāmuhā Fī Ta’līmi Al-Lugah

Cognitive theory is the main stream that makes learning and teaching closer to the realities of human learning, because cognitive theory takes into account the characteristics of learners and the factors that influence learning and the process. Cognitive theory aims to answer the basics that help students prepare and processing information so that this information is relevant which means for them become independent in their learning. This cognitive theory is based on attention to internal cognitive process, namely: attention, perception, acceptance, processing, and information processing. And the applicaton of this cognitive theory in language learning is possible in learning material, learning methods, learning media, teaching methods and so on. In this article the writer shows the application of this cognitive theory in the design of subject in speech skill. 

A Survey of the Use of English Vocabulary Mnemonic Strategies by Non-English Majors

Vocabulary can be regarded as an absolutely necessary part of language learning. Since the late 1970s, there have been a great lot of researches by native English learners on English vocabulary mnemonic strategies. Recently, many experts who are in the field of second language acquisition have been studying and researching all kinds of mnemonic strategies. But few researches focus on the study of the use of mnemonic strategies by non-English majors. Therefore, this investigation study focuses on the use of mnemonic strategies and the relevance between the strategies and the vocabulary grades. This study will investigate some subjects by means of a questionnaire survey to collect explicit data. And by analyzing the relevance between the strategies and the grades, this study can provide some effective suggestions about vocabulary learning. According to the research, the strategy used most frequently is repetition strategy. Because of the influence of traditional language learning theory, most students choose to use repetition strategy. And we can get that students should try more strategies to memorize words and teachers also should introduce more strategies to students.

Verbal Aptitude Levels of Prospective English Teachers: A Study in an EFL Context

Yabancı dil yatkınlığı, yazılı dili kullanma ve sözcüklerle sunulan kavramları anlama yeteneği olarak tanımlanır. Yatkınlık, yabancı dil öğreniminde önemli bir rol oynamaktadır. Araştırmacılar tarafından yürütülen çalışmalar, sosyo-psikolojik bir yabancı dil (ikinci dil) öğrenimi kuramının tartışılmasının gerekliliği üzerinde yoğunlaşmaktadır. Kuram, ikinci bir dilin başarılı biçimde öğrenilmesi için başarılı bir yabancı dil öğrencisinin hedef dildeki belli dilsel ve sosyal etkenleri benimsemesi gerektiği yönündedir. Ancak, katılımcıların yatkınlık düzeylerinde onların yaş, cinsiyet ve not ortalama puanları gibi değişkenlere göre herhangi bir değişiklik olup olmadığının araştırılması ve ortaya çıkarılması yabancı dil öğretmenleri için önem taşımaktadır. Bu çalışmanın amacı katılımcıların sözel yatkınlık düzeylerinin yaş, cinsiyet ve not ortalamaları gibi değişkenlere göre bir farklılık gösterip göstermediğini saptamaktır. Çalışma kesitsel modelli nicel bir çalışmadır. Araştırmaya 101 İngilizce öğretmeni adayı katılmıştır. Yabancı dile yatkınlık düzeyleri ile diğer değişkenlere göre anlamlı bir farklılık olup olmadığını saptamak için katılımcılara sözcükleri doğru heceleyebilme, doğru dilbilgisi kullanma, sözcük anlamlarını anlama ve sözcüğü anlama yeteneğini ölçen öğeleri içeren 40 maddelik çoktan seçmeli bir sözel yatkınlık testi uygulanmıştır. Veriler SPSS 22 programı ile çözümlenmiştir. Sonuçlar, dil yatkınlık düzeyleri hakkında bilgi sahibi olmanın, araştırmacıların dil öğrencileri, öğrenme ortamı ve öğrenme çıktıları hakkında daha iyi bir anlayış edinmelerine yardımcı olabileceğini göstermektedir. Sonuçlar ilgili alanyazın ışığında sunulmuştur. Bu çalışma etik kurul onayı ile ilgili karar verilmeden önce derginin sistemine yüklenmiş olduğu için etik kurul onay raporu bu çalışmaya eklenmemiştir.

Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta

<p class="AbstractText">This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.</p>