16,583 research outputs found
Distributional effects and individual differences in L2 morphology learning
Second language (L2) learning outcomes may depend on the structure of the input and learners’ cognitive abilities. This study tested whether less predictable input might facilitate learning and generalization of L2 morphology while evaluating contributions of statistical learning ability, nonverbal intelligence, phonological short-term memory, and verbal working memory. Over three sessions, 54 adults were exposed to a Russian case-marking paradigm with a balanced or skewed item distribution in the input. Whereas statistical learning ability and nonverbal intelligence predicted learning of trained items, only nonverbal intelligence also predicted generalization of case-marking inflections to new vocabulary. Neither measure of temporary storage capacity predicted learning. Balanced, less predictable input was associated with higher accuracy in generalization but only in the initial test session. These results suggest that individual differences in pattern extraction play a more sustained role in L2 acquisition than instructional manipulations that vary the predictability of lexical items in the input
Smoothie or Fruit Salad? Learners’ Descriptions of Accents as Windows to Concept Formation
This paper explores the linguistically naive descriptions which one set of EFL learners provided when identifying and describing accents. First and second-year English majors at a French university were asked to do two tasks. First, they listened to two extracts to determine whether the speaker’s accent sounded more British or American, and to explain which features helped them to decide. Later they answered two questions: a) What do you do when you want to sound more like an American? and b) more like a British person? The analysis of their answers highlights learners’ underlying representations of accents as well as concept formation in relation to English pronunciation. I argue that this cognitive aspect of L2 learning should be addressed explicitly in instruction
Blistering barnacles! What language do multilinguals swear in?!
The present contribution focuses on the effects of language dominance / attrition, context of
acquisition, age of onset of learning, frequency of general use of a language and
sociodemographic variables on self-reported language choice for swearing. The analysis is
based on a database to which 1039 multilinguals contributed through a web based
questionnaire. Results suggest that, according to the self-reports, swearing happens most
frequently in the multilinguals’ dominant language. Mixed instruction, an early start in the
learning process, and frequent use of a language all contribute to the choice of that language
for swearing. Sociodemographic variables were not found to have any effect. Frequency of
language choice for swearing was found to be positively correlated with perceived emotional
force of swearwords in that language. Quantitative results based on answers to close-ended
questions corresponded to participants’ responses to open-ended questions
Enhancing Information Language Learning with Mobile Technology - Does it Work?
There are many theories that attempt to explain second language acquisition processes and factors determining success or failure. Despite a lack of general agreement between proponents of these theories, research has convincingly shown that the amount of exposure to target language input is one important predictor of ultimate achievement levels. ‘Time on task’ is as important in language learning as it is in many other domains (cf. Reber, 1993) and it is therefore important to identify ways in which this can be increased. An obvious possibility is to encourage learners to engage with (and in) the language outside the classroom. Informal learning, in the sense of learning outside of formal education, has been shown to be a major aspect of adult learning (Cross, 2007) and, given appropriate preparation and support, learners can greatly increase opportunities for learning if they can do so independently. Mobile technologies have obvious potential in this regard. However, is it possible to improve language skills in this way? In this article we report on an exploratory study into the use of cellphones for extensive listening practice. We used input enhancement to draw learners’ attention to not only the meaning of the materials but also the formal (grammatical) aspects of the input. We found that the use of mobile technology presented a number of challenges and in this study did not result in learners acquiring the target structures. We conclude with a number of recommendations for the use and future study of mobile technologies for (language) learning
カイワ ダイアログ アンショウ ニ ジュウジ サセル ガイコクゴ シドウホウ ガ スピーキングジ ノ テイケイ ヒョウゲン ノ シヨウ ト アンキ ガクシュウ ニ オヨボス エイキョウ ニ カンスル キソ ケンキュウ
PDF/A formatsAccess: via World Wide Web東京外国語大学大学院総合国際学研究科博士 (学術) 論文 (2016年4月)Author's thesis (Ph.D)--Tokyo University of Foreign Studies, 2016博甲第214号Bibliography: p. 183-195Summary in English and Japanese東京外国語大学 (Tokyo University of Foreign Studies)博士 (学術
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