Negative input for grammatical errors: effects after a lag of 12 weeks

Effects of negative input for 13 categories of grammatical error were assessed in a longitudinal study of naturalistic adult-child discourse. Two-hour samples of conversational interaction were obtained at two points in time, separated by a lag of 12 weeks, for 12 children (mean age 2;0 at the start). The data were interpreted within the framework offered by Saxton’s (1997; 2000) contrast theory of negative input. Corrective input was associated with subsequent improvements in the grammaticality of child speech for three of the target structures. No effects were found for two forms of positive input: non-contingent models, where the adult produces target structures in non-error-contingent contexts; and contingent models, where grammatical forms follow grammatical child usages. The findings lend support to the view that, in some cases at least, the structure of adult-child discourse yields information on the bounds of grammaticality for the language-learning child

Disadvantage to Pre-school Children Learning a Foreign Language

in Iran learning English as a second language (ESL) in early childhood has become almost widespread. Parents of children choose to expose their children to English language learning at a very young age before they begin elementary education (Dabestan), at the level of phonology as well as the realm of vocabulary. Based on observations of Persian preschool learners of English as well as parental reports, we will focus on identified types of problems they might experience after they begin formal schooling. Children’s experience and familiarity with the English sounds and vocabulary may lead to some negative consequences for the learning and development of Persian in schools. Based on observations of Persian preschool learners of English as well as parental reports, we will focus on identified types of problems these children might experience after they begin formal schooling. The researchers explained some cases in which children made a Persian error due to the direct influence of the information from English. We now turn to a discussion of four main negative effects of second language on first language acquisition. There are also some reasons why it might be disadvantageous, including language interference (mixing language), foreign accent, and additional effort for children, cultural discrepancies, when is the best time to start. Moreover some preschool children do not possess the aptitude or desire to learn a second language, and therefore, forcing them to learn it, may be unwise

The Use of Information and Communication Technologies (ICTS) in Foreign Language Teaching in Nigeria: Prospects and Challenges

The integration of information and communication technologies into foreign language teaching/learning has become indispensable, nay imperative, in today’s teaching and learning environment. This is so as computer literacy, together with reading and writing literacy are generally considered as skills needed by students to succeed in today’s technologically developed world. Furthermore, modern technologies are generally viewed as having potentials of impacting and revolutionizing the teaching and learning of all academic subjects. In Nigeria, the use of ICTs in secondary and tertiary educational institutions is more of a myth than a reality and this has caused the traditional approach to principally be considered in language teaching in schools within the Federation. This paper explored some of the negative effects of this traditional approach, particularly to foreign language teaching. It also examined the prospects and challenges facing the use of ICTs in foreign language teaching in Nigeria. It argued that ICTs have the potentials of improving the quality of language teaching and learning and of facilitating access to such teaching and learning. It also has the potentials of enhancing language competence and learners’ interaction among others. However, this modernist approach is faced with challenges such as ineffective education policies, absence of ICT facilities in schools, overcrowded classrooms and erratic power supply among others. Key words: Information Communication Technology (ICT), Educational Technology, Foreign Language Teaching, Multimedi

Foreign Language Anxiety: Students' Perspectives and Pedagogical Implications

During the last four decades, researchers have shown an increasing interest in the effect of affective variables in language learning because of their decisive role in understanding individual differences in language learning success rate among language learners. This paper tries to shed some light on a particular affective factor, foreign language anxiety, which is a specific type of anxiety that affects the language learning process. To this end, the concept of foreign language anxiety and its sources are discussed in the first part of the paper. Foreign language anxiety is shown to be a rather widespread phenomenon and to have potential negative effects on various aspects of foreign language learning. It will be argued that its sources are multiple and varied, such as learner characteristics, teacher characteristics or classroom procedures. In the second part of the paper, students’ beliefs and perceptions of their own linguistic competence are analysed, as they have also been shown to play a crucial role. In fact, the way learners approach the task of learning a new language eventually influences their academic achievement and language proficiency. In the third and last part of this paper, some practical pieces of advice for teachers to deal with language learning anxiety are provided. Teachers have been reported to be a key element to help students cope with foreign language anxiety. As a matter of fact, their understanding of students’ interpretation of the affective factor information can help them develop teaching methods that will encourage learners to create a more positive self-concept. These new methodologies will in turn lead to more effective learning. While it is difficult to find a single method that would answer to the emotional and intellectual needs of all the anxious learners in the classroom, in this section I discuss four proposals that help teachers alleviate anxiety and encourage student participation. Firstly, teachers should help students understand the irrational nature of their self-perceptions and fears. Secondly, classroom atmosphere must be as friendly and relaxed as possible to be suitable for language learning. Thirdly, teachers should debate sensible expectations with students, help them develop more realistic expectations about foreign language learning, and make them aware of the fact that mistakes are part of the language learning process. Finally, teachers should create a positive learning environment and adopt the role of facilitator. In short, by understanding the phenomenon of language learning anxiety, by becoming acquainted with students’ language learning experiences and beliefs, and by providing some practical tips for teachers, this paper seeks to be of use to future language teachers such as mysel

THE IMPORTANCE OF CROSS-CULTURAL UNDERSTANDING IN FOREIGN LANGUAGE TEACHING IN THE ASIAN CONTEXT

Foreign language learning is not only about grammar or vocabulary but also life skill to be able to communicate. Furthermore, mastering culture along with learning language is essential. Language learners must have knowledge of cultural understanding because every language reflects many kinds of cultures. The same thing can happen between Indonesian and German. If the communication is not good, it could lead to something negative, especially when the communications are related to business cooperation as well as other important partnerships. So, in foreign language learning, teachers must teach the cultures of both the native and foreign language too, so that learners can understand differences between German and Indonesian culture. This research is a kind of literature review research. The literatures were based on the result of previous studies on cultural differences in verbal communication between German and Indonesian culture. It is also supported by observing and studying reference system to generate appropriate learning strategies. The study reveals that there are various strategies that can be implemented to enable students to understand cultural differences. There is some cultural knowledge in communications which can be given by providing information, while some others need to be practiced in the classroom and also to be applied in the real communication practices. In learning and understanding cultural differences, we can focus on the empowerment of student centered learning, by asking students to explore these differences, select which should be practiced and applied, as well as decide which activities that should always be supervised by the teacher, so misunderstanding would not occur.    permalink/DOI: dx.doi.org/10.17977/um015v46i22018p124

Preventing negative effects of using technology in English teaching material by integrating local wisdom

Beginning 21st century, it means getting into globalization era. The information will be easy to access from home by using technology. What is happening in other side of the world, can be quickly known in other parts. Gates between nations are widely open with no barrier. The diversity of nation’s cultures is gradually melted. This is called by John Nesbit as Global Life Styles. English as an international language is an inseparable dimension of globalization using technology. The field of the ELT material has been deeply pervaded by the ICT (Information and Communication Technology) use. The easy access to technology has made information possible for enhancement of teaching and learning program and about 80% of it is in English (MC – Crum. R. et al., 1986). Some of the technology used in ELT classroom as suggested are Computer Mediated English, Computer Assisted Language Learning (CALL), Web Based Learning, E-mail, Blogs, Skype, Mobile Phones, I pods, Social Media, the media live streaming such as Google Chrome, etc. However, the use of technology itself has negative sides from the point of view of the native country from its local wisdom. Information that is not filtered properly, potentially causes the negative behavior change. The existence of local values which are threatened by the massive wave of global culture is the existence of local wisdom. Therefore, the use of technology in the ELT material as an open door of the massive wave needs the demand of the filter existence of integrating local wisdom

Correlation Between Affective Factors Related to Information and Communication Technologies (ICT) in Distance Language Learning (DLL) and a Sense of Satisfaction Related to Progress

This study is motivated by the recent development of information and communication technologies (ICT) applications to language learning in distance mode (DLL) together with the fact that, as yet, little research on affective factors associated with these developments has been carried out. The study consists of a survey that seeks to find correlations between the following affective factors: levels of ICT-related anxiety (AX_ICT); levels of satisfaction with progress (SP); and attitudes towards the role of ICT in distance language learning (AT_ICT). The method of analysis is based on SPSS software. The study concludes that there is a positive correlation between (SP) and (AT_ICT), but there is no correlation between (AX_ICT) and (SP) or (AT_ICT). However, the study shows that if the category “ICT-related anxiety” is parsed into smaller elements, a negative correlation can be established between some of these itemised ICT-related anxiety elements and (SP) and (AT_ICT)

INTERFERENCES INVOLVING ALBANIAN LEARNERS OF ENGLISH IN AN ITALIAN CLASSROOM CONTEXT

A lot of comparative studies regarding the learning of two or more languages have shown that learning a second language cannot be done independently from the first one. During the intermediate phase (interlanguage), when languages are relatively similar to each other, there are a lot of transfers from the first language to the second one. However only a few studies are dealing with the interferences between foreign languages. In this research paper we present some findings regarding the transfers from English (first foreign language) to Italian (second foreign language). We are searching some answers regarding the following questions: Does the English language interfere with the Italian language? If so, which of the grammatical structures (morphology, syntax, lexicology and phonetic) are the most affected ones? Are these transfers positive or negative; temporarily or do they last long? The data used are obtained primarily from the student’s writing papers (as objective indicators) and observations throughout a full academic year. Having concluded that our target group does not have a strong English accent, only a few data are acquired from the student’s oral presentations. The questionnaires are another useful tool; these were used to collect information regarding the student’s awareness on the transfers that their English language has on the Italian language. Although the interferences between English and Italian can slow down the communication in the latter one, we can conclude that in most of the cases, they are not serious enough to affect it.Key words: language interferences, language transfers, English language, Italian language, communication

Technology in the Classroom: The Features Language Teachers Should Consider

The fast development of technology and the new generation of highly computer literate students led to consider the integration of technology in school as essential. Throughout the last two decades, research has identified multiple factors leading to the successful and unsuccessful integration of technology in the classroom. Educators must consider these factors when deciding on which technology tools to use and how to integrate them to their lessons. Simultaneously, the increasing number of English learners in the United States calls for the identification of teaching strategies that will best support their needs. Many language teachers now rely on teaching techniques using technology advancement to promote language learning. However, their selections of tools and integration strategies do not always yield to positive learning outcomes. This literature review aims to gather information on the efficiency of the features provided by different technology tools used in classrooms, with a focus on language learners. It covers some of the recent studies exploring the positive and negative factors affecting language learning. However, researchers must continue to develop, among educators, a better understanding of educational technologies, factors influencing their success, and potential issues that might surround them

Language Models as Knowledge Embeddings

Knowledge embeddings (KE) represent a knowledge graph (KG) by embedding entities and relations into continuous vector spaces. Existing methods are mainly structure-based or description-based. Structure-based methods learn representations that preserve the inherent structure of KGs. They cannot well represent abundant long-tail entities in real-world KGs with limited structural information. Description-based methods leverage textual information and language models. Prior approaches in this direction barely outperform structure-based ones, and suffer from problems like expensive negative sampling and restrictive description demand. In this paper, we propose LMKE, which adopts Language Models to derive Knowledge Embeddings, aiming at both enriching representations of long-tail entities and solving problems of prior description-based methods. We formulate description-based KE learning with a contrastive learning framework to improve efficiency in training and evaluation. Experimental results show that LMKE achieves state-of-the-art performance on KE benchmarks of link prediction and triple classification, especially for long-tail entities.Comment: This revision corrects some texts after fixing a data leakage issu