Language Play: Implications for the Second-Language Learner

Although humor and linguistic play are common in authentic speech and ubiquitous in the communicative classroom, language play has received little serious attention in the field of second language acquisition. The purpose of this paper is to examine the potential effects of language play upon second language acquisition in both children and adult learners. Studies by Aronsson and Cekaite (2005), Belz (2002), Bell (2005), Bongartz and Schneider (2003), Broner and Tarone (2001), Lucas (2005), Peck (1980), and Warner (2004) are reviewed. The results indicate that second language play may lead to focus on form through noticing, comparison of language forms within and between languages, and corrective feedback from interlocutors; additionally, the ability to play with language seems to be an indicator of proficiency and multicompetence and may instigate pushed output (Swain 2000)

Of black sheep and wrhite crows: Extending the bilingual dual coding theory to memory for idioms

Are idioms stored in memory in ways that preserve their surface form or language or are they represented amodally? We examined this question using an inci- dental cued recall paradigm in which two word idiomatic expressions were presented to adult bilinguals proficient in Russian and English. Stimuli included phrases with idiomat- ic equivalents in both languages (e.g. “empty words/пycтыe cлoвa”) or in one language only (English—e.g. “empty suit/пycтoй кocтюм” or Russian—e.g. “empty sound/пycтoй звyк”), or in neither language (e.g. “empty rain/пycтoй дoждь”). If idioms are stored in a language-specific format, then phrases with idiomatic equivalents in both languages would have dual representation, and should therefore be more easily recalled than phrases with idiomatic meaning in only one language. This result was obtained. As such, the findings support the dual-coding theory of memory and are also compatible with models of the bilingual lexicon that include language tags or nodes

Of black sheep and white crows: Extending the bilngual dual coding theory to memory for idioms

Are idioms stored in memory in ways that preserve their surface form or language or are they represented amodally? We examined this question using an incidental cued recall paradigm in which two word idiomatic expressions were presented to adult bilinguals proficient in Russian and English. Stimuli included phrases with idiomatic equivalents in both languages (e.g. “empty words/пycтыe cлoвa”) or in one language only (English—e.g. “empty suit/пycтoй кocтюм” or Russian—e.g. “empty sound/пycтoй звyк”), or in neither language (e.g. “empty rain/пycтoй дoждь”). If idioms are stored in a language-specific format, then phrases with idiomatic equivalents in both languages would have dual representation, and should therefore be more easily recalled than phrases with idiomatic meaning in only one language. This result was obtained. As such, the findings support the dual-coding theory of memory and are also compatible with models of the bilingual lexicon that include language tags or nodes

Exploring English as an Additional Language Students’ Perceived Engagement in and Experience of Content Vocabulary Acquisition and Retention Through Immersive Virtual Reality Games

This thesis aimed to explore whether headset-mounted display virtual reality (HMD VR) games could serve as an innovative approach to enhance content vocabulary learning and foster subject content knowledge of Years 7 and 8 Middle Eastern students. Specifically, it aimed to measure these students’ content specific vocabulary acquisition and retention, examine their perceptions of and attitudes towards VR game-based learning, and offer best practices for educational institutions that support culturally and linguistically diverse (CALD) learners

v-trel: Vocabulary Trainer for Tracing Word Relations : An Implicit Crowdsourcing Approach

In this paper, we present our work on developing a vocabulary trainer that uses exercises generated from language resources such as ConceptNet and crowdsources the responses of the learners to enrich the language resource. We performed an empirical evaluation of our approach with 60 non-native speakers over two days, which shows that new entries to expand Concept-Net can efficiently be gathered through vocabulary exercises on word relations. We also report on the feedback gathered from the users and an expert from language teaching, and discuss the potential of the vocabulary trainer application from the user and language learner perspective. The feedback suggests that v-trel has educational potential, while in its current state some shortcomings could be identified.Peer reviewe

Content and language integrated learning in Physical Education

Este Proyecto Fin de Grado está dirigido a profesores de educación física que tienen la competencia lingüística para dar las clases en inglés, pero pueden necesitar algo de apoyo en cuanto a metodología bilingüe. Para ayudar a los futuros maestros de educación física bilingüe, a lo largo de este trabajo, presentaremos los fundamentos teóricos del bilingüismo; Primero se enumerará el marco legal, reuniendo las diferentes leyes que deben tenerse en cuenta. Después, nos centraremos en Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE) y otras metodologías apropiadas para proyectos bilingües, centrándonos en el área de educación física. Finalmente, pasaremos de la teoría a la práctica, ofreciendo un proyecto de inglés interdisciplinar, para trabajar con todas las diferentes áreas del currículo a través del mismo tema, los Juegos Olímpicos.The Degree Final Project is aimed at PE teachers who have the Linguistic Competence to teach the lessons in English, but may need some support when dealing with bilingual methodology, so we do not fall into the trap of just translating the Didactic Units into English. In order to help future Bilingual PE teachers, throughout this essay, we will introduce the theoretical foundations of Bilingualism; first the legal framework will be listed, to gather all the different laws that must be taken into account. After that, we will focus on Content and Language Integrated Learning (CLIL) and other appropriate methodologies for bilingual projects, focusing on PE lessons. Finally we will move from theory to practice, offering an interdisciplinary English project, to work with all the different areas of the curriculum through the same topic, the Olympic Games.Grado en Educación Primari

Digital game-based vocabulary learning for junior high school students : a descriptive study of out-off class EFL learning

This final project discusses about English vocabulary acquisition for junior high school students through digital game-based learning media. This research focus on how do junior high school students use digital game-based vocabulary learning outside of the classroom, as well as student perceptions of digital game-based vocabulary learning. In this research, the PBS Kids media game was chosen as the learning media. This research used the descriptive qualitative method and collected data through observations, documentation, and interviews with eight participants. Transcribing, data reduction, representative findings, and interpretation were used to analyse the data. The research found that implementing digital game-based vocabulary learning was more effective for students in comprehending, acquiring English vocabulary, and student perceptions after using digital game-based vocabulary learning could help them stimulate student problem-solving abilities and create social interaction skills. The results imply that, under the right conditions, digital games could be used as a medium in the process of vocabulary acquisition, teachers can use digital games-based vocabulary learning as an alternative teaching material for English students. Digital games provide learners with flexibility and accessibility. However, future researchers should be able to explore other digital game-based vocabulary learning platforms