EMBODIMENT IN SECOND LANGUAGE LEARNING AND TEACHING

This paper aims to elaborate the implementation of Embodiment as one of the concept of Cognitive Linguistics in second language learning and teaching. Cognitive Linguistics is simply pointed that language is all about meaning. It views the learner as a thinking being and an active processor of information. However, it is interesting as we found that mind and body are not separate entities. Involved in understanding what people say to us and what we read, Embodiment relates meanings directly to our physical experience; it emphasizes on the way cognition is shaped by the body and its sensorimotor interaction with the world. Furthermore, this paper is trying to show how the theoretical assumptions, basic units, and constructs used in Cognitive Linguistics offer a better understanding of the true nature of language and grammar, and how Embodiment may improve current second language teaching and learning methods

Instant messaging clients - Relaxed, free & enjoyable English learning and training tools

In a demanding world of using English as a second language, computer technology and the internet are being dominantly used as they provide an incredible boost to language learning environment. At present, we can experience a more exciting way of learning a language by taking the advantages of the Instant Messaging Networks widely available online. This latest incarnation of the online chat is one of the communication methods that has proven to be a very good complement to the ways in which we communicate, both privately and professionally. These brilliantly invented instruments such as Skype, Yahoo Messenger and et cetera are a godsend to those who like to seek knowledge and to improve their English. This paper aims to examine the effectiveness of these so called ‘eclectic communicators’ in second language learning; focusing more on their functions as relaxing, and enjoyable language learning tools in a higher educational setting. This qualitative paper begins by highlighting current literature in the area of computer mediated communication (CMC) learning environments in second language use and development. It also discusses some of the issues and challenges related to this matter. In conclusion, this paper provides an overview of the benefits and drawbacks of instant messaging in educational settings especially in second language learning environment

Second language learning in the context of MOOCs

Massive Open Online Courses are becoming popular educational vehicles through which universities reach out to non-traditional audiences. Many enrolees hail from other countries and cultures, and struggle to cope with the English language in which these courses are invariably offered. Moreover, most such learners have a strong desire and motivation to extend their knowledge of academic English, particularly in the specific area addressed by the course. Online courses provide a compelling opportunity for domain-specific language learning. They supply a large corpus of interesting linguistic material relevant to a particular area, including supplementary images (slides), audio and video. We contend that this corpus can be automatically analysed, enriched, and transformed into a resource that learners can browse and query in order to extend their ability to understand the language used, and help them express themselves more fluently and eloquently in that domain. To illustrate this idea, an existing online corpus-based language learning tool (FLAX) is applied to a Coursera MOOC entitled Virology 1: How Viruses Work, offered by Columbia University

Linguistic and metalinguistic categories in second language learning

This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented in terms of flexible and context-dependent categories which are subject to similarity-based processing. It is suggested that, by contrast, explicit metalinguistic knowledge is characterized by stable and discrete Aristotelian categories which subserve conscious, rule-based processing. The consequences of these differences in category structure and processing mechanisms for the usefulness or otherwise of metalinguistic knowledge in second language learning and performance are explored. Reference is made to existing empirical and theoretical research about the role of metalinguistic knowledge in second language acquisition, and specific empirical predictions arising out of the line of argument adopted in the current paper are put forward. © Walter de Gruyter 2008

Investigating Students’ and Teachers’ Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad as a mobile technology to enhance second language learning and teaching in schools are still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate learners’ and teachers’ perceptions of mobile learning through the use of the iPad. The data was collected through a survey (N=41), classroom observations (N=4), interviews (N=20), and recorded teacher meetings (N=5). Results show a positive impact on student motivation and on the approach to second language learning tasks. We found that within the duration of the study students and teachers became increasingly independent in the use of the iPad for English language learning and teaching. This study provides educators with hints on how to start integrating mobile devices to perform specific language learning/teaching tasks

Investigation into the Effects of Blended Learning in Students' Second Language Learning

Color poster with text, images, and graphs.Hybrid education has become increasingly common as an alternative and/or additional curriculum design in the postsecondary system. Students learn through a dual format; half of the instruction is in the classroom, while the other half is given through online instruction. This study attempted to determine if the hybrid experience is effective by examining participants' beliefs about the program and their desire to continue learning Spanish.University of Wisconsin--Eau Claire Office of Research and Sponsored Programs

Second language learning: finding ways to successfully integrate ICT resources and right strategies for language learning, translation and interpreting

Second language learning: finding ways to integrate ICT resources and right strategies for language learning, translation and interpreting Second language learning has gained importance as language accreditations have become imperative for any profession or academic career. Undergraduate students in Philology, Translation Studies, Tourism Studies or the like follow language accreditation programmes in order to be able to compile a valid and solid CV when they complete their degrees, master or PhD programmes. In the case of Translation students, they are subjects with strong motivation for language learning applied to translation or interpreting tasks. Language technologies and tools constitute an essential part of their learning processes and language teachers should find a way of optimising the use of these resources. For this purpose, we have conducted a survey among students, trying to find out which web resources they use, how they use them (or not) and why. Using these data, we considered new strategies to help students get the most out of these tools; in particular, we analysed the pros and cons of machine translation tools, such as deepL and Google Translator, as well as corpus linguistics tools.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Individual differences in adult second language learning: a cognitive perspective

What makes some people more successful language learners than others? Scholars and practitioners of adult second language learning traditionally have cast the issue of individual differences in terms of such constructs as aptitude, motivation, learning strategies, learning styles, meta-linguistic awareness, and personality traits (e.g., extraversion), as well as a range of other social and affective variables (Ehrman, Leaver & Oxford, 2003). These are complex constructs that often lack a clear description of the underlying mechanisms. In this short overview we will take a cognitive perspective and link individual differences in adult L2 learning to individual differences in cognitive abilities. Examining cognitive factors that are predictive of L2-learning success can help to illuminate the mechanisms that underlie the learning process. At the same time, recognising and understanding the links between cognitive abilities and language learning may help teachers and learners to adjust their teaching methods and the learning environment in ways that are beneficial to individual learners. Although we are still far from being able to make specific evidence-based recommendations, reviewing what is known about cognitive predictors of successful language learning may be a useful start