INVESTIGATING SEQUENTIAL VOCABULARY LEARNING STRATEGIES AS A MEANS OF IMPROVING L2 VOCABULARY ACQUISITION

One of the key aspects to learning a language is building good vocabulary knowledge. However, building vocabulary is considered to be as hard a process as developing the language itself in the long term. In second language acquisition (SLA), the larger vocabulary size has been connected to intelligence and as a major determinant of successful language use. With the constant use of vocabulary learning strategies (VLSs), language learners have reported successful growth of their language learning. The current study investigated SpanishEnglish bilingual speakers beliefs and practices about sequential VLS processes as a means of improving second language vocabulary acquisition. The study recruited participants from two groups (each group has 35 participants, N = 70) attending public high school in a Spanish speaking country. The effects of five preselected sequential VLSs (Guessing meaning of a new word with its context, building synonyms network, listening and pronunciation process [speaking strategies], bookmark word search [note-taking strategies], and remembering strategy for writing) on 35 participants were investigated through a 4-week VLS intervention design. A convergent mixed-methods design has been used, in which quantitative and qualitative data were collected in parallel, analyzed separately, and finally merged. The study used a questionnaire followed by the vocabulary size test (VST) to test the theory that certain VLS processes positively influence the growth of vocabulary size or knowledge for bilingual learners of English during the language learning process. The findings showed that specific sequential VLS processes (the vocab-backup strategy model VBS) accounted for a change of the vocabulary size scores. Statistical analysis revealed that, all participants preferred the same VBS model sequencing when it comes to vocabulary learning. On the effective use of sequential VLS processes, participants were recorded performing two types of VLS: initial-VLS processes and consolidated-VLS processes. The sequential and frequency of use for the VLSs from the interviews findings reported that participants favored mostly guessing meaning from context, synonyms relation strategies, and dictionary use as initial attempts for their vocabulary learning. The overall results suggest that deeper processes of VLS use result in successful vocabulary learning but also enhance language learning input

Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Spelling accuracy and time course was investigated in a sample of 100 Norwegian 6th grade students completing a standardized spelling-to-dictation task. Students responded by keyboard with accurate recordings of response-onset latency (RT) and inter-keypress interval (IKI). We determined effects of a number of child-level cognitive ability factors, and of word-level factors—particularly the location within the word of a spelling challenge (e.g., letter doubling), if present. Spelling accuracy was predicted by word reading (word split) performance, non-word spelling accuracy, keyboard key-finding speed and short-term memory span. Word reading performance predicted accuracy just for words with spelling challenges. For correctly spelled words, RT was predicted by non-word spelling response time and by speed on a key-finding task, and mean IKI by non-verbal cognitive ability, word reading, non-word spelling response time, and key-finding speed. Compared to words with no challenge, mean IKI was shorter for words with an initial challenge and longer for words with a mid-word challenge. These findings suggest that spelling is not fully planned when typing commences, a hypothesis that is confirmed by the fact that IKI immediately before within word challenges were reliably longer than elsewhere within the same word. Taken together our findings imply that routine classroom spelling tests better capture student competence if they focus not only on accuracy but also on production time course

Reason without much language

Language is more than a system used for interpersonal communication. Linguistic representations can also form a part of reasoning in other cognitive domains. However, it is unclear whether the role of language in non-verbal domains is a necessary one, or whether it represents an optional resource that is recruited under demanding or highly intentional processing conditions. The possible role of language in categorisation, belief reasoning, calculation and cross-domain integration is explored, together with the various sources of evidence that can inform debates on language–thought relationships. Evidence from comparative and developmental psychology, together with that from neuroscience and ‘virtual language impairment’ (verbal shadowing) suggests reduced or absent language resource can disrupt performance in non-verbal domains. Similarly results of some investigations of people with developmental or acquired language impairments suggest an association with broader cognitive impairment. However, there is a substantial and growing body of evidence from across experimental fields indicating autonomy between language and reasoning. Residual reasoning in the face of severe aphasia is described, together with possible objections to the evidence from aphasia informing language and thought debates

Blogs: A tool to facilitate reflection and community of practice in sports coaching?

A reflective approach to practice is consistently espoused as a key tool for understanding and enhancing coach learning and raising the vocational standards of coaches. As such, there is a clear need for practical tools and processes that might facilitate the development and measurement of “appropriate” reflective skills. The aim of this preliminary study was to explore the use of online blogs as a tool to support reflection and community of practice in a cohort of undergraduate sports coaching students. Twenty-six students (6 females, 20 males) reflected on their coaching practice via blogs created specifically for reflection. Blogs were subjected to category and content analysis to identify the focus of entries and to determine both the emergent reflective quality of posts and the extent to which an online community of practice emerged. Findings revealed that descriptive reflection exceeded that of a critical nature, however, bloggers exhibited a positive trajectory toward higher order thinking and blogs were an effective platform for supporting tutor-student interaction. Despite the peer discourse features of blogs, collaborative reflection was conspicuous by its absence and an online community of practice did not emerge