Second language learning
141802714
Sociocultural Theory and Second Language Learning
Introducing sociocultural theory 1. Sociocultural contributions to understanding the foreign and second language classroom 2. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar 3. Subjects speak out: How learners position themselves in a psycholinguistic task 4. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue 5. Playfulness as mediation in communicative language teaching in a Vietnamese classroom 6. Social discursive constructions of self in L2 learning 7. Second language learning as participation and the (re)construction of selves 8. Side affects: The strategic development of professional satisfaction 9. The appropriation of gestures of the abstract by L2 learners 10. Second language acquisition theory and the truth(s) about relativity 11. From input to affordance: Social interactive learning from an ecological perspective Bibliography Index
James P Lantolf
148359679
Sociocultural Theory And Second Language Learning
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Ulrike Goldschmidt
56760795
Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?
This study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2) vocabulary outcomes. Data (n 77) were gathered quantitatively and qualitatively through a questionnaire, English vocabulary tests (ie, measuring receptive and productive vocabulary knowledge) and a semistructured interview from three universities in an English as a foreign language Korean context. Contrary to earlier findings, this study found that quantity of IDLE was not related to vocabulary scores. It revealed that the quality of IDLE was significantly, positively associated with vocabulary outcomes. These results lead us to the conclusion that the frequent practice of IDLE activities may not automatically guarantee successful L2 vocabulary gains. Rather, engagement with varied types of IDLE activities that combines both form and meaning focused language learning is essential for achieving L2 vocabulary acquisition. [ABSTRACT FROM AUTHOR]
Br. J. Educ. Technol.
Ju Seong Lee
149388749
The Effects of Corpus Use on Second Language Vocabulary Learning: A Multilevel Meta analysis
This study investigates the effects of corpus use on second language (L2) vocabulary learning as well as the influence of moderators on effectiveness. Based on 29 studies representing 38 unique samples, all of which met several criteria for inclusion (e.g. with control groups) we found an overall positive medium sized effect of corpus use on L2 vocabulary learning for both short term (77 posttest effect sizes; Hedges' g 0.74, SE 0.09, p .001) and long term periods (34 follow up effect sizes; Hedges' g 0.64, SE 0.17, p .001) Furthermore, large variation in adjusted mean effect sizes across moderators was revealed. Above all, for the different dimensions of L2 vocabulary knowledge, in depth knowledge (i.e. referential meanings as well as syntactic features of vocabulary) was associated with a large effect size. Moreover, the results revealed that learners' L2 proficiency and several features of corpus use (i.e. interaction types, corpus types, training, and duration) influence the magnitude of the effectiveness of corpus use in improving L2 vocabulary learning.
Hansol Lee Mark Warschauer Jang Ho Lee
72335122
Successful second language learning is tied to robust domain general auditory processing and stable neural representation of sound
&NA; There is a great deal of individual variability in outcome in second language learning, the sources of which are still poorly understood. We hypothesized that individual differences in auditory processing may account for some variability in second language learning. We tested this hypothesis by examining psychoacoustic thresholds, auditory motor temporal integration, and auditory neural encoding in adult native Polish speakers living in the UK. We found that precise English vowel perception and accurate English grammatical judgment were linked to lower psychoacoustic thresholds, better auditory motor integration, and more consistent frequency following responses to sound. Psychoacoustic thresholds and neural sound encoding explained independent variance in vowel perception, suggesting that they are dissociable indexes of sound processing. These results suggest that individual differences in second language acquisition success stem at least in part from domain general difficulties with auditory perception, and that auditory training could help facilitate language learning in some individuals with specific auditory impairments.
Brain and Language
Magdalena Kachlicka Kazuya Saito Adam Taylor Tierney
53287884
Structural brain changes as a function of second language vocabulary training: Effects of learning context
Recent research indicates that learning a second language (L2) results in both functional and structural brain changes. However, few studies have examined whether structural brain changes vary as a function of the context in which L2 learning takes place. The current study examines changes in cortical thickness (CT) and gray matter volume (GMV) in response to short term L2 vocabulary learning. In particular, we compared structural changes for learning with paired picture word (PW) association versus learning within virtual environments (VE) and non trained controls. Both L2 training groups learned the same 90 Mandarin Chinese nouns across 7 training sessions over approximately 20 days. Our results show (a) CT and GMV increased in regions implicated in a language control network for both L2 training groups, and (b) participants in different learning contexts may rely on different structures within this language control network. In particular, CT in the right IFG was associated with L2 training performance for the PW group, whereas CT in the right IPL showed a positive correlation with L2 training performance for the VE group. Our findings indicate that short term L2 training leads to changes in brain structure, which vary based on L2 learning contexts and individual differences in cognitive ability.
Brain and Cognition
Jennifer Legault Shin-Yi Fang Yu-Ju Lan Ping Li
155298430
Individual differences in second language learning
E M
225258441
Second Language Learning Anxiety
Bahiyyih L Hardacre Emre Guvendir
102493211
Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning
Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2.
Languages
Jennifer Legault Jiayan Zhao Ying-An Chi Weitao Chen Alexander Klippel Ping Li
201128388
Using gamification to support learning English as a second language: a systematic review
Digital gamification has been argued to be a fun and enjoyable method to support Learning English as a Second Language (LESL) and to ease the gap between students' learning and educational practice.
Computer Assisted Language Learning
Hojjat Dehghanzadeh Hashem Fardanesh Javad Hatami Ebrahim Talaee Omid Noroozi