Top Research Papers on Language Learning

American Council on the Teaching of Foreign Languages. (2002). Program standards for the preparation of foreign language teachers (Initial level-Undergraduate & Graduate; for K-12 and secondary certification programs). Yonkers, NY: Author. Available online at http://www.actfl.org/i4a/pages/ index.cfm?pageid=3384 and NewGuidelinesPrep Rpt4JanO6.pdf Byrnes, H. (2006). Perspectives. Modern Language Journal, 90, 244-246. Kramsch, C. (2006). From communicative competence to symbolic competence. Modern Language Journal, 90, 249-252. Linn, R. L., & Gronlund, N. E. (2000). Measurement and assessment i...

This guide will connect you to online databases and books and CDs that will help you to learn a new language.

The findings of the study suggest that primary school children are considerably aware of their learning process and hold elaborated beliefs which influence both their behaviour in class and their choice of learning strategies.

The connection between cognition and language is of paramount importance to language learning and teaching. Exploring this link may lead to an understanding of the part played by cognition in the English as a foreign language classroom. This is feasible by shedding light on the way multiple cognitive devices operate in language learning activities. This introductory chapter firstly gives a succinct account for the shift from behavioural to cognitive theories of learning. Secondly, it provides a brief overview of relevant research in the area of cognition and language learning. Finally, it desc...

Hartman indicated that the multiple-channel theory, involving at least two of the channels under consideration here, increases learners' language comprehension, and it is generally agreed that this theory is correct.

Learners and instructors of these languages – indeed of any underdescribed language – must think and operate well beyond the methodologies and organization of the better-resourced and more-established language programs in the US.

The role of learning in generative grammar is explored, highlighting interactions between distributional patterns in the environment and the innate structure of the language faculty.

In this thesis, I propose six constructive effective measures which can help teacher to create much more foreign language environment as many as possible so as to do well in teaching.

This article describes classes that taught in this way, the advantages gained, and some of the problems encountered, and a polemic for the upgrading of language teaching so that learning a language becomes an intelltual discipline worthy of inclusion in the college curriculum.

Trabajo presentado al ECML-97 Familiarization Workshop: "Empirical Learning of Natural Language Processing Tasks" celebrado en the Republica Checa el 26 de abril de 1997.

Written by experienced language teachers at the Open University, this book offers undergraduates and postgraduates crucial and practical advice on important areas such as: choosing a language and study programme, setting personal goals for language learning and monitoring progress using ICT to support language learning.

1. List of Contributors 2. Preface 3. Introduction (by Gass, Susan M.) 4. A Role for the Mother Tongue (by Corder, S. Pit) 5. A New Account of Language Transfer (by Schachter, Jacquelyn) 6. Verification of Language Transfer (by Ard, Josh) 7. Nonobvious Transfer: On Predicting Epenthesis Errors (by Broselow, Ellen) 8. Language Transfer and the Acquisition of Pronominal Anaphora (by Gundel, Jeanette K.) 9. Transfer and Variability of Rhetorical Redundancy in Apachean English Interlanguage (by Bartelt, H. Guillermo) 10. Discourse Accent in Second Language Performance (by Scarcella, Robin C.) 11. ...

This book has two related purposes. The first is to demonstrate the extent and importance of language play in human life; the second is to draw out the implications for applied linguistics and language teaching. Language play should not be thought of as a trivial or peripheral activity, but as central to human thought and culture, to learning, creativity, and intellectual enquiry. It fulfils a major function of language, underpinning the human capacity to adapt: as individuals, as societies, and as a species.

In this chapter we discuss how input during joint attention (JA) interactions between parents and children may vary in ways pertinent to language development in simultaneous bilinguals. In particular we discuss mother-father differences, exceptionally relevant in bilingual families where one parent may be the primary source of input for a given language. We illustrate the need to examine this interaction by presenting research on internationally-adopted (IA) children. While clearly not simultaneous bilinguals, IA children are relevant insofar as these children, like bilinguals, have reduced ex...

It's time for language teaching in China to turn from tedious lectures, endless examinations to its nature as a langue, lay emphasis on the learners' practicing of what they learn in the classroom and train them to get more useful skills.

The common philosophical and psychological aspects of learning and acquisition are explored to comment on the difference between the two and also narrates upon the fundamental concepts of language to evoke the relation between language and humans.

This book is a comprehensive introduction to foreign language pedagogy, primarily intended for students and teachers of English. The book will also be of interest to anyone professionally or personally concerned with how people learn and use foreign languages. Methods for analysing learner languages are presented and related to a coherent theory of communicative competence and to principles of foreign language learning and teaching. The book draws on the experience and results of a large research project analysing the English used by Danes. The authors, who have all been associated with this p...

This article reviews Language Awareness (LA) as a field of research and practice. It deals with the period from 1990 to the present, asking what LA is, how it has been collectively constructed during this time, what the theoretical underpinnings might be and what it means in practical, methodological terms in the classroom and for society. It is recognized that its multidisciplinary nature and wide scope could lead to fragmentation, but it is argued that the holistic view evident in LA research and practice is a strength, and that its different sub-fields have certain core notions in common wh...

The background of language learning strategies is summarized, the concept of a language learning strategy is defined, and the taxonomy of languagelearning strategies proposed by several researchers are outlined.

The main aim of the thesis was to elicit what language learning strategies the pupils use when learning English as a Foreign Language.

The paper reveals cooperative learning benefits language learning in many aspects.

For those learning a new language or needing help with translation and grammar, this resource lists resources for media, film, music, and literature in all languages.

The Educators must place their students as people who naturally have experience, knowledge, desires, and thoughts that can be used to learn, both individually and in groups. All language learning strategies have the main goal of increasing one's ability to speak. The choice of teaching and learning strategies language learning strategies must be based on the consideration of placing students as subjects of learning who not only passively accept what is conveyed by educators. Teaching Japanese especially kanji using various learning strategies makes it easy for Japanese learners especially in l...

It is argued that a fundamental challenge of independent language learning is for learners to develop the ability to engage with, interact with, and derive benefit from learning environments which are not directly mediated by a teacher, and that strategies play a key role in this regard.

instruction can best be examined in process-oriented studies of classroom discourse. A segment of classroom interaction is microanalysed to reveal a structure of classroom interaction that combines the goals of communication and instruction. In addition, the comprehensive analysis reveals insights into the teacher's thinking as she deals with the instructional constraints produced by a class of intermediate students who do not share a common language background. The article concludes with an evaluation of the effectiveness of this type of interaction for language learners. It also recommends e...

The background of language learning strategies is summarized, the concept of a language learning strategy is defined, and the taxonomy of languagelearning strategies proposed by several researchers is outlined.

This paper analyzes the related study of language learning motivation(LLM) and language learning strategy(LLS) in different age and explores the characteristics of the LLSs used by good learners;the differences between LLSs used by successful and unsuccessful learners;the relationship between individual learner difference and learning outcomes;the factors influencing learners' choice of strategies;and the model of learning strategy training and its achievement.

This paper introduces the research and its results of implicit learning in the mother language and the second language, and proposes some strategies to take advantage of implicitlearning in language learning.

This is a case study using an interactive digital game to teach grammar via Mobile Assimilation Language Learning (MALL) and shows that the game has somewhat improved students’ grammar knowledge.

This paper considers multilingualism from the point of view of language learning and teaching and argues that the monological stand, more often than not, also embeds a monolingual bias.

Questions that transfer role of NL is positive, negative transfer is unavoidable, interlanguage is inevitable will be discussed in this paper.

The study found no evidence that a multilingual learning environment hinders the language proficiency in L1 in students who have LD.

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More than 25 years have passed since CLIL was first introduced in schools all over Europe with objectives, methods and organizational structures that often also vary from one country to another. Time has passed, and still without a precise framework of reference, CLIL shows its great potential as well as its drawbacks. Using data from research conducted in Italy with four CLIL teachers who teach physics through a foreign language, this article aims to highlight the possibility that CLIL can serve to make every teacher, regardless of the subject, aware of the role that language can play in lea...

04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: e.akker@nici.kun.nl) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96. 04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385. 04–575 Barcroft, Joe (Washington U., MO, USA; Email: barcroft@artsci.wustl.edu). Effects of questions about word meaning ...

Language Learning strategies in Kuwait: links to gender, language level, and culture in a hybrid context and a comparison of form-focused activities.

The implementation of a substantial 'chunk' of German grammar was thus a pre-requisite for all other work on Textana—and the coverage of this grammar, together with the underlying morphological and syntactical theory, is touched on briefly here.

05–135 Armstrong, Kevin (Leicester U, UK; ka50@le.ac.uk), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213–224. 05–136 Baker, William & Boonkit, Kamonpan (Silpakorn U, Thailand; willmlbaker@yahoo.co.uk), Learning strategies in reading and writing: EAP contexts. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 299–328. 05–137 Bell, N. (Indiana U of Pennsylvania, USA), Exploring L2 language play as an aid to SLL: a case study of humour in NS–NNS interaction. Applied Linguistics (Oxford, UK) 26.2 (2005), 192–21...

involved fictitious negotiating situations between two fictitious cultures. The simulation consisted of two rounds of negotiations; after each round the negotiators returned to their respective cultures to report on the other culture and their methods of negotiation. Following the simulated negotiations, all students involved gathered for a plenary session to discuss and evaluate the proceedings. All students found the simulation to be a fun alternative to everyday teaching, and it led to much discussion of international business communication. Furthermore, the students found that it helped th...

02–89 Allwright, Dick (U. of Lancaster, UK). Learning (and teaching) as well as you know how: why is it so very difficult? Odense Working Papers in Language and Communication (Odense, Denmark), 22 (2001), 1–41. 02–90 Altaha, F. M. and Al-Easa, Noor S. (The U. of Qatar, Doha, The State Of Qatar; Email: faltaha@yahoo.com). Attitude and achievement in learning English as a foreign language. ITL Review of Applied Linguistics (Leuven, Belgium), 133–134 (2001), 303–23. 02–91 Altenberg, Bengt (Lund U., Sweden) and Granger, Sylviane (Université Catholique de Louvain, Belgium). The grammatical and lexi...

This article describes a recent experiment which brought together trainee teachers and GCSE (General Certificate in Secondary Education) modern language examination candidates by means of video-conferencing. The school involved had approached the authors' institution with a view to exploring desktop videoconferencing as a way of providing pupils with additional oral language practice. A group of volunteers offered to spend time providing 'virtual tuition' in French and German to 31 pupils from the school. Results of a questionnaire designed to investigate pupils' reactions to the technology sh...

This article seeks to formulate a coherent view of English which is based on an analysis of pupils' experience of language in its social and cultural setting. It is argued that the revised National Curriculum for England and Wales, although influenced by conservative ideologies, has no fundamental rationale underpinning its prescriptions. The authors make the case that a concept of critical literacy, which would be applicable to all texts, should constitute the foundation of the subject.

inspection, for their value resides in the bypassing of the analytical processes which encode and decode strings. Thus, Willis, Nattinger and DeCarrico, and Lewis are all pursuing native-like linguistic usage by promoting entirely K/mative-like processing behaviour. It is suggested that this non-alignment is only tractable if the classroom teaching of languages is fully acknowledged as artificial, even when the methods used appear'naturalistic'.

A key aim of ESOL provision (the teaching of English to Speakers of Other Languages) is to enable the learner to participate in society. As a consequence, ESOL practitioners frequently determine the content of ESOL classes by analysing the situations in which the students need to use English-a 'situational needs' approach to content which is reflected in ESOL materials. This article suggests that ESOL learners are under pressure to acquire 'take-away' language skills for immediate communicative effectiveness; and that there is a consequent danger that communicative gain may be achieved at the ...

04–473 Adler, Renatte K. and Loughrin-Sacco, Steven J. (San Diego State U., USA). Internships for American undergraduates: acquiring language and cross-cultural skills for a global market. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 30–40. 04–474 Allum, Paul (Rikkyo U., Tokyo, Japan; Email: allum@rikkyo.ac.jp). Evaluation of CALL: initial vocabulary learning. ReCALL (Cambridge, UK), 16, 2 (2004), 488–501. 04–475 Barcroft, Joe (Washington U., USA; Email: barcroft@artsci.wustl.edu). Effects of sentence writing in second language lexical acquisition. Sec...

This chapter discusses teachers' and students' beliefs regarding aspects of language learning, and the effects of intercultural contact and tourism on language attitudes and language learning motivation.

04–314 Alloway, N., Gilbert, P., Gilbert, R., and Henderson, R. (James Cook University, Australia Email: Nola.Alloway@jcu.edu.au). Boys Performing English. Gender and Education (Abingdon, UK), 15, 4 (2003), 351–364. 04–315 Barcroft, Joe (Washington U., USA; Email: barcroft@wustl.edu). Distinctiveness and bidirectional effects in input enhancement for vocabulary learning. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 133–159. 04–316 Berman, Ruth, A. and Katzenberger, Irit (Tel Aviv U., Israel; Email: rberman@post.tau.ac.il). Form and function in introducing narrative and exposito...

02–446 Abrams, Zsuzsanna lttzes (U. of Texas-Austin, Austin, TX, USA; Email: zsabrams@mail.utexas.edu). Computer-mediated communication and group journals: Expanding the repertoire of participant roles. System (Oxford, UK), 29, 4 (2001), 489–503. 02–447 Boers, Frank (Erasmus College of Brussels, Belgium). Remembering figurative idioms by hypothesising about their origin. Prospect (Macquarie U., Sydney, Australia), 16, 3 (2001), 35–43. 02–448 Chipere, Ngoni (U. of Reading, UK; Email: n.chipere@reading.ac.uk). Variations in native speaker competence: Implications for first-language teaching. Lan...

03–438 Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208. 03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: janet.atlan@univ-nancy2.fr). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32. 03–440 Aviezer, Ora (Oranim T...

Interpreting what you hear through the medium of speech sounds is in many ways just like interpreting what you see through the medium of the structured light that strikes your eyes. Understanding descriptive speech is closely akin to perception of the world through vision, ordinary hearing or touch. This, plus a flexible view of the different ways in which one mind can take account of another, helps to explain how children can learn tens of thousands of words without special instruction and without requiring a 'theory of mind.'