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1

Second Language Learning; Investigating the Classroom Context.  

ERIC Educational Resources Information Center

Reviews a number of second-language (L2) classroom-based research projects undertaken at the University of Stirling in Scotland. It is argued that a full understanding of classroom-based L2 learning requires the integration of sociolinguistic studies of the classroom context with psycholinguistic studies of second language acquisition. (Author/VWL)

Mitchell, Rosamond

1989-01-01

2

Innovative Learning Modules for Language in Context: MIMEA  

ERIC Educational Resources Information Center

Students learning foreign languages in the United States generally have little exposure to the target language outside the classroom. Web-based technology can facilitate language learning in context by offering easily accessible, authentic materials. This paper introduces MIMEA (Multimedia Interactive Modules for Education and Assessment), an…

Kraemer, Angelika; Ahn, Seongmee; Hillman, Sara; Fei, Fei

2009-01-01

3

Literacy through "Language Arts": Teaching and Learning in Context.  

ERIC Educational Resources Information Center

This book gathers 25 essays and 80 shorter excerpts from the past 25 years of the K-8 journal "Language Arts." Essays in the book begin with (1) "Introduction" (Sharon Murphy and Curt Dudley-Marling). Under Section I--Opening Contexts for Thinking about Teaching the Language Arts--are the following essays: (2) "How Children Learn or How Teachers…

Murphy, Sharon, Ed.; Dudley-Marling, Curt, Ed.

4

At the Interface between Language Testing and Second Language Acquisition: Language Ability and Context of Learning  

ERIC Educational Resources Information Center

This study investigated the relationship between latent components of academic English language ability and test takers' study-abroad and classroom learning experiences through a structural equation modeling approach in the context of TOEFL iBT® testing. Data from the TOEFL iBT public dataset were used. The results showed that test…

Gu, Lin

2014-01-01

5

The Role of Language in Collaborative Learning Contexts  

ERIC Educational Resources Information Center

A series of 11 propositions about the role of language in learning emerged from the data collected and analyzed in a semester-long collaborative seminar in language arts methods for inservice and preservice teachers. A discussion of each proposition reflects the data that support it. The focus was on teaching as inquiry or research for the…

Andrews, Sharon Vincz

6

Beliefs about second language learning: the influence of learning context and learning purpose  

Microsoft Academic Search

Much second language acquisition research in recent decades has assumed that a learner's main purpose for learning a second language (L2) is to develop communicative competence. Consequently, many studies have focused on investigating ways in which teachers and\\/or the learning environment may support the development of such competence. In particular, it has been argued that L2 learning is facilitated when

Saleh Al-Osaimi; Martin Wedell

2012-01-01

7

Distance Learning Class Model for Teaching a Foreign Language in University-Level Education Context  

ERIC Educational Resources Information Center

This study aims to introduce the distance learning class model for a foreign language in university-level education context, and to prove that this class model is effective in cultivating the motivation and interest of university students for learning a foreign language. This distance learning lesson consists of two parts: Online chatting session,…

Lee, Sun-Min

2012-01-01

8

Weak semantic context helps phonetic learning in a model of infant language acquisition  

E-print Network

Weak semantic context helps phonetic learning in a model of infant language acquisition Stella Edinburgh, EH8 9AB, UK Abstract Learning phonetic categories is one of the first steps to learning a language, yet is hard to do using only distributional phonetic in- formation. Semantics could potentially

Edinburgh, University of

9

Beliefs about Second Language Learning: The Influence of Learning Context and Learning Purpose  

ERIC Educational Resources Information Center

Much second language acquisition research in recent decades has assumed that a learner's main purpose for learning a second language (L2) is to develop communicative competence. Consequently, many studies have focused on investigating ways in which teachers and/or the learning environment may support the development of such competence. In…

Al-Osaimi, Saleh; Wedell, Martin

2014-01-01

10

Redefining Professional Identity: The Voice of a Language Teacher in a Context of Collaborative Learning  

ERIC Educational Resources Information Center

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project "Languages and education: constructing and sharing training". This project aimed at the construction of a collaborative teacher education context for…

Pinho, Ana Sofia; Andrade, Ana Isabel

2015-01-01

11

Learning to construct pushdown automata for accepting deterministic context-free languages  

NASA Astrophysics Data System (ADS)

Genetic algorithms (GAs) are a class of probabilistic optimization algorithms which utilize ideas from natural genetics. In this paper, we apply the genetic algorithm to a difficult machine learning problem, viz., to learn the description of pushdown automata (PDA) to accept a context-free language (CFL), given legal and illegal sentences of the language. Previous work has involved the use of GAs in learning descriptions for finite state machines for accepting regular languages. CFLs are known to properly include regular languages, and hence, the learning problem addressed here is of a greater complexity. The ability to accept context free languages can be applied to a number of practical problems like text processing, speech recognition, etc.

Sen, Sandip; Janakiraman, Janani

1992-03-01

12

Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts  

ERIC Educational Resources Information Center

Past research demonstrates the critical role of the context of learning in the achievement of students. This body of work justifies research and development of more contextualized opportunity to learn (OTL) models. We expound on an OTL framework that represents contextual features that can enrich or constrain opportunities for English language

Aguirre-Munoz, Zenaida; Amabisca, Anastasia A.

2010-01-01

13

Effects of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learning Children  

PubMed Central

Purpose The primary goal of this study was to explore the effect of the language context on the socially withdrawn behaviors of school aged-children who are English Language Learners (ELLs) from middle to high SES backgrounds. This is one of the first studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. This study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native and English speaking contexts. Method Children and parents (34 ELL and 37 native English speaking) were administered an experimental questionnaire examining shy and unsociable behavior in native language and English-speaking contexts. Results Parents and children from the ELL group reported significantly higher ratings of shy behavior in English versus native language contexts, whereas unsociable ratings did not differ across language contexts. Conclusions Shyness and unsociability are distinguishable behaviors in ELL children and these constructs should be considered when examining withdrawal. Additionally, examining ELL children’s behavior across language contexts provides a valuable method for investigating language influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children. PMID:24687767

Ash, Andrea C.; Rice, Mabel L.; Redmond, Sean M.

2014-01-01

14

Second Language Learning in a Social Context. ERIC Digest.  

ERIC Educational Resources Information Center

This digest describes how foreign language instructors at Iowa State University of Science and Technology and Santa Clara University (California) have integrated the participation of native speakers from their communities into the curriculum in ways that allow students to practice their language skills and develop a heightened sense of cultural…

Beebe, Rose Marie; Leonard, Kathy

15

Challenges and Opportunities for Language Learning in the Context of the CCSS and the NGSS  

ERIC Educational Resources Information Center

In this column, Kenji Hakuta and Mario Santos described the challenges and opportunities the Common Core State Standards and the Next Generation Science Standards present for language development in the context of English language arts/literacy, mathematics, and science. They heightened educators' awareness of the critical role language plays…

Hakuta, Kenji; Santos, Maria

2013-01-01

16

Language Learning.  

ERIC Educational Resources Information Center

The articles in this journal issue explore classroom methods for enhancing language acquisition. The titles of the articles and their authors are as follows: (1) Forests and Trees: Conservation and Reforestation" (Joyce S. Steward); (2) "Using Literature to Teach Language" (Richard D. Cureton); (3) "Language Learning through Sentence Combining"…

Karolides, Nicholas J., Ed.

1985-01-01

17

Modern Foreign Language Learning and European Citizenship in the Irish Context  

ERIC Educational Resources Information Center

This paper presents some of the findings of a study investigating young people's attitudes towards Europe and the European Union and their self-reported learning about European citizenship in Ireland. The paper considers adolescents' attitudes and motivations for language learning in light of recent literature arguing for the role of modern…

Hennebry, Mairin

2011-01-01

18

Localization in minority language contexts  

E-print Network

Localization in minority language contexts Kevin Scannell Saint Louis University 21 May 2013 #12 or minority language on Twitter 35 language at launch, March 2011 146 languages at present Basque with ~4M to UNESCO #12;An Atypical Minority Language Support from cross-border language body Long written tradition

Scannell, Kevin Patrick

19

Adult Language Learners: Context and Innovation  

ERIC Educational Resources Information Center

"Adult Language Learners: Context and Innovation" presents instructional practices that are particularly successful with adults. Adult language learners are goal oriented and direct their learning to fulfill particular needs or demands: to advance their studies, to progress up the career ladder, to follow business opportunities, to pass a driving…

Smith, Ann F. V., Ed.; Strong, Gregory, Ed.

2009-01-01

20

Website Analysis as a Tool for Task-Based Language Learning and Higher Order Thinking in an EFL Context  

ERIC Educational Resources Information Center

Besides focusing on grammar, writing skills, and web-based language learning, researchers in "CALL" and second language acquisition have also argued for the importance of promoting higher-order thinking skills in ESL (English as Second Language) and EFL (English as Foreign Language) classrooms. There is solid evidence supporting the…

Roy, Debopriyo

2014-01-01

21

Practice Theory in Language Learning  

ERIC Educational Resources Information Center

Ortega (2011) has argued that second language acquisition is stronger and better after the social turn. Of the post-cognitive approaches she reviews, several focus on the social context of language learning rather than on language as the central phenomenon. In this article, we present Practice Theory not as yet another approach to language

Young, Richard F.; Astarita, Alice C.

2013-01-01

22

Language Learners in Study Abroad Contexts. Second Language Acquisition  

ERIC Educational Resources Information Center

Examining the overseas experience of language learners in diverse contexts through a variety of theoretical and methodological approaches, studies in this volume look at the acquisition of language use, socialization processes, learner motivation, identity and learning strategies. In this way, the volume offers a privileged window into learner…

DuFon, Margaret A., Ed.; Churchill, Eton, Ed.

2006-01-01

23

Context, Learning, and Extinction  

ERIC Educational Resources Information Center

A. Redish et al. (2007) proposed a reinforcement learning model of context-dependent learning and extinction in conditioning experiments, using the idea of "state classification" to categorize new observations into states. In the current article, the authors propose an interpretation of this idea in terms of normative statistical inference. They…

Gershman, Samuel J.; Blei, David M.; Niv, Yael

2010-01-01

24

Examining the Effectiveness of Extensive Speaking Practice via Voice Blogs in a Foreign Language Learning Context  

ERIC Educational Resources Information Center

Educational blogs have drawn the growing interest of researchers and language teachers due to the user-friendly interfaces as well as the powerful archiving features. The purpose of the current study is two-fold: (1) to examine the effectiveness of extensive speaking practice on speaking performance in voice blogs, and (2) to examine learners'…

Sun, Yu-Chih

2012-01-01

25

Frequency Effects or Context Effects in Second Language Word Learning: What Predicts Early Lexical Production?  

ERIC Educational Resources Information Center

This study examines frequency, contextual diversity, and contextual distinctiveness effects in predicting produced versus not-produced frequent nouns and verbs by early second language (L2) learners of English. The study analyzes whether word frequency is the strongest predictor of early L2 word production independent of contextual diversity and…

Crossley, Scott A.; Subtirelu, Nicholas; Salsbury, Tom

2013-01-01

26

From Multilingualism to Plurilingualism: University Students' Beliefs about Language Learning in a Monolingual Context  

ERIC Educational Resources Information Center

The study aims to highlight the representations that university students have about plurilingualism, in order to research how they can develop plurilingual competences in an essentially monolingual French academic setting. It is based on a survey of 684 students enrolled in two foreign language programmes across two year levels (first and fourth…

Jeoffrion, Christine; Marcouyeux, Aurore; Starkey-Perret, Rebecca; Narcy-Combes, Marie-Françoise; Birkan, Ilker

2014-01-01

27

Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education  

ERIC Educational Resources Information Center

Amidst emerging trends in transnational migration via globalization, an increasing number of families have gone abroad to help their school-aged children and youth gain international education credentials and provide them an opportunity to acquire English as a global language as early as possible. This early study abroad before college (ESA) has…

Song, Juyoung

2011-01-01

28

Language Acquisition and Language Learning: A Plea for Syncretism.  

ERIC Educational Resources Information Center

Discusses the apparent opposition between the concepts of language learning and language acquisition in the context of adult second-language study. Proposes that these two concepts are mutually supportive, not mutually exclusive. Demonstrates how the implications of learning vs. acquisition can be integrated into a communicative…

Higgs, Theodore V.

1985-01-01

29

Towards an intelligent integrated language learning environment  

Microsoft Academic Search

Purpose – Computer-assisted language learning (CALL) comes in many different flavors. The purpose of this paper is to focus on developing an integrated e-learning environment that allows improving language skills in specific contexts. Integrated e-learning environment means that it is a web-based solution that performs language learning tasks using common working environments such as, for instance, web browsers or e-mail

Harald Wahl; Werner Winiwarter; Gerald Quirchmayr

2011-01-01

30

Oracy: Social Facets of Language Learning  

ERIC Educational Resources Information Center

Researchers and educators have developed an interest in language development. Their studies focused on the cultural context in which language is learned and developed and its relationship to cognitive development. This article reviews the researchers' definitions on oracy and its social facets of language learning. Specifically, it reviews studies…

Saracho, Olivia N.; Spodek, Bernard

2007-01-01

31

Why Language Learning Matters.  

ERIC Educational Resources Information Center

Most education systems prepare their students to function in the national language and at least one additional language. However, only one-third of U.S. elementary schools offer students language-learning opportunities. Multilingual societies have competitive advantages over monolingual societies in international trade. Ameliorative steps are…

Met, Myriam

2001-01-01

32

The Learning of Language.  

ERIC Educational Resources Information Center

Current thinking of specialists in the study of language learning provides the basis of this book. The 12 chapters of the book and their authors are as follows: 1. Introduction--Charles A. Ferguson; 2. The Acquisition of Language in Infant and Child--Martin D. S. Braine; 3. Development of Native Language Skills beyond the Early Years--John B.…

Reed, Carroll E., Ed.

33

Language and Learning.  

ERIC Educational Resources Information Center

Papers from a 1993 International Conference on Language in Education include: "A Language Development Approach to Education" (M. A. K. Halliday); Text, Talk, and Inquiry: Schooling as a Semiotic Apprenticeship" (G. Wells); "Chinese Orthography and Reading" (O. J. L. Tzeng); "Task-Centred Assessment in Language Learning" (G. Brindley); "Task as a…

Bird, Norman, Ed.; And Others

34

The Role of Students' Attitudes and Motivation in Second Language Learning in Online Language Courses  

Microsoft Academic Search

This study investigated the role of students' motivation and attitudes in second language (L2) study within an online language course context (LOL). Students' attitudes and motivation were examined within a socioeducational framework (Gardner & MacIntyre, 1993) while learning contexts were examined based on Dörneyi's (1994) components of foreign language learning motivation. Students' learning behaviors and learning outcomes were used as

EIKO USHIDA

35

Electronic Tandem Language Learning (eTandem): A Third Approach to Second Language Learning for the 21st Century  

ERIC Educational Resources Information Center

Tandem language learning occurs when two learners of different native languages work together to help each other learn the other language. First used in face-to-face contexts, Tandem is now increasingly being used by language-learning partners located in different countries who are linked via various forms of electronic communication, a context

Cziko, Gary A.

2004-01-01

36

Hypnosis and Language Learning.  

ERIC Educational Resources Information Center

A thorough investiqation is attempted of efforts to apply hypnosis and suggestive learning techniques to education in general and specifically to second language learning. Hypnosis is discussed in terms of its dangers, its definition, and its application. Included in this discussion is a comparison of auto- and hetero-hypnosis, an overview of the…

Hammerman, Myrna Lynn

37

Autonomy in Language Learning.  

ERIC Educational Resources Information Center

Ten papers from a January 1990 conference in Britain on the meaning and implications of autonomy for school learners of second languages address theoretical and practical issues in independent study, learner-controlled instruction, cooperative learning, teacher-student relationship, learner responsibility, students with learning difficulties, and…

Gathercole, Ian, Ed.

38

Students' Language Learning Preferences.  

ERIC Educational Resources Information Center

Students in the English Language Teaching Department at Cukurova University (Turkey) were asked about their preferences for learning English. Teachers working with these students were asked about the extent of their awareness of their students' learning preferences. Data suggest the need for closer cooperation between students and teachers in how…

Bada, Erdogan; Okan, Zuhal

2000-01-01

39

Promoting ESP language learning  

NASA Astrophysics Data System (ADS)

The article focuses on the current problem of teaching English for Specific Purposes(ESP) language vocabulary taking into consideration the ways how learners store and recall words and the influence of their mother tongue. Through incidental learning and explicit vocabulary instructions the elaborated vocabulary learning occurs involving the creation of an affective semantic network.

Mineeva, S. A.

2003-10-01

40

Contextual Dynamics in Foreign Language Learning Motivation  

ERIC Educational Resources Information Center

Learning context has increasingly been postulated to exert an influence on the dynamics of individual differences in language learning. In a longitudinal design that tested the proficiency gains of 1,682 learners over a 2-year foreign language program, a multilevel modeling approach was deployed in this study to account for variation in second…

Kozaki, Yoko; Ross, Steven J.

2011-01-01

41

Pragmatics and Language Learning, Volume 4.  

ERIC Educational Resources Information Center

The selection of papers from the 6th Annual International Conference on Pragmatics and Language Learning (Urbana, Illinois, April 1992) include: "Discourse Markers Across Language" (Bruce Fraser); "Conjunction and Causality: Pragmatics and the Lexicon" (Yael Ziv); "Situated Discourse: The Sociocultural Context of Conversation in a Second Language"…

Bouton, Lawrence F., Ed.; Kachru, Yamuna, Ed.

42

Language-Learning.net  

NSDL National Science Digital Library

International WHERE+HOW, longtime publisher of Guides to Language Centres, has launched an online successor, providing free access to "the most comprehensive language schools directory online." The heart of the site is the Language Course Finder, a database of over 6,000 schools in 80 countries teaching 70 languages. Users begin browsing the database by selecting a language from a pull-down menu, then selecting a country where they wish to learn it. Users can then select from a number of variables, such as location (urban, rural, seaside), type of language courses, other activities, special services, and additional programs, to narrow their search. Alternatively, visitors can type in a city or institute where they wish to study. In both cases, the database returns contact information, including a URL when available, and a link to a more detailed listing. When reviewing the site using Netscape, we discovered to our annoyance that all attempts to backtrack to change our query produced a "Data Missing" error, forcing us to start again from the beginning, but this was not the case when using IE. In addition to the database, the main site offers a variety of language learning resources and may be viewed in an impressive number of languages.

43

Learning in Context  

ERIC Educational Resources Information Center

When geometry and career and technical education (CTE) are cotaught in the process of building a house, learning is enhanced, test scores improve, and there's a waiting list of students wanting in. Geometry in Construction is a class instructed by the authors--a CTE teacher (Scott Burke) and a mathematics teacher (Tom Moore). While Moore instructs…

Burke, Scott; Moore, Tom

2009-01-01

44

Learning Languages through Technology  

ERIC Educational Resources Information Center

While posing important questions about how learning proceeds with new technologies, this volume demonstrates how teachers captivate the imagination of learners, from schoolchildren to postgraduates, by providing real-world purposes for language. The authors are from educational institutions in many regions of the world, and describe technology use…

Hanson-Smith, Elizabeth, Ed.; Rilling, Sarah, Ed.

2007-01-01

45

Informal Language Learning Setting: Technology or Social Interaction?  

ERIC Educational Resources Information Center

Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore…

Bahrani, Taher; Sim, Tam Shu

2012-01-01

46

The Use of Technology for Second Language Distance Learning  

ERIC Educational Resources Information Center

This article describes distance learning (DL) for languages within the context of recent advances and research findings in computer-assisted language learning (CALL). In addition to reviewing the different DL modalities, theoretical underpinnings, and the most appropriate technological applications to second language learning, the issues of…

Blake, Robert J.

2009-01-01

47

The Complexity of Language Learning  

ERIC Educational Resources Information Center

This paper takes a complexity theory approach to looking at language learning, an approach that investigates how language learners adapt to and interact with people and their environment. Based on interviews with four graduate students, it shows how complexity theory can help us understand both the situatedness of language learning and also…

Nelson, Charles

2011-01-01

48

The Learning Context: Influence on Learning to Program  

ERIC Educational Resources Information Center

In this paper the influence of the learning context is considered when learning to program. For the purposes of this study, the lectures, study process, previous knowledge or teaching experience and tests comprised the learning context. The article argues that students' experiences of the learning context have important implications for teaching…

Govender, Irene

2009-01-01

49

Awareness and Second Language Learning.  

ERIC Educational Resources Information Center

Addresses three major issues related to conscious and unconscious learning: incidental and intentional learning, attention and noticing, and implicit and explicit learning. All three point to the importance of awareness when learning a language. An annotated bibliography is included. (80 references) (LET)

Schmidt, Richard

1992-01-01

50

Language-Based Learning Disabilities  

MedlinePLUS

... or symptoms of a language-based learning disability? Dyslexia has been used to refer to the specific ... problems have spoken language problems. The child with dyslexia has trouble almost exclusively with the written (or ...

51

Skype Me! Socially Contingent Interactions Help Toddlers Learn Language  

ERIC Educational Resources Information Center

Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live…

Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta M.

2014-01-01

52

The Role of Language Learning Progressions in Improved Instruction and Assessment of English Language Learners  

ERIC Educational Resources Information Center

This article addresses theoretical and empirical issues relevant for the development and evaluation of language learning progressions. The authors explore how learning progressions aligned with new content standards can form a central basis of efforts to describe the English language needed in school contexts for learning, instruction, and…

Bailey, Alison L.; Heritage, Margaret

2014-01-01

53

Multimedia for language learning  

E-print Network

Students studying foreign languages often wish to enjoy authentic foreign-language content - for example, foreign-language videos and comics. Existing means of presenting this content, however, are suboptimal from the ...

Kovács, Géza, M. Eng. Massachusetts Institute of Technology

2013-01-01

54

Language, Learning, and Cognitive Processes.  

ERIC Educational Resources Information Center

This book defines the concept of language; examines what pupils do when they learn, recall, and transfer information; and explains how cognitive processes and language processes differ during various maturational levels and among various experiential settings. Subjects dealt with include: four models by which language can be studied; the elements…

Di Vesta, Francis J.

55

Investigating Team Learning in a Military Context  

ERIC Educational Resources Information Center

As teams have become fundamental parts of today's organisations, the need for these teams to function and learn efficiently and effectively is widely emphasised. Also in military contexts team learning is vital. The current article examines team learning behaviour in military teams as it aims to cross-validate a team learning model that was…

Veestraeten, Marlies; Kyndt, Eva; Dochy, Filip

2014-01-01

56

Implicit Learning of Recursive Context-Free Grammars  

PubMed Central

Context-free grammars are fundamental for the description of linguistic syntax. However, most artificial grammar learning experiments have explored learning of simpler finite-state grammars, while studies exploring context-free grammars have not assessed awareness and implicitness. This paper explores the implicit learning of context-free grammars employing features of hierarchical organization, recursive embedding and long-distance dependencies. The grammars also featured the distinction between left- and right-branching structures, as well as between centre- and tail-embedding, both distinctions found in natural languages. People acquired unconscious knowledge of relations between grammatical classes even for dependencies over long distances, in ways that went beyond learning simpler relations (e.g. n-grams) between individual words. The structural distinctions drawn from linguistics also proved important as performance was greater for tail-embedding than centre-embedding structures. The results suggest the plausibility of implicit learning of complex context-free structures, which model some features of natural languages. They support the relevance of artificial grammar learning for probing mechanisms of language learning and challenge existing theories and computational models of implicit learning. PMID:23094021

Rohrmeier, Martin; Fu, Qiufang; Dienes, Zoltan

2012-01-01

57

Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies  

ERIC Educational Resources Information Center

Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…

Hinton, Leanne

2011-01-01

58

Predictors of Spoken Language Learning  

ERIC Educational Resources Information Center

We report two sets of experiments showing that the large individual variability in language learning success in adults can be attributed to neurophysiological, neuroanatomical, cognitive, and perceptual factors. In the first set of experiments, native English-speaking adults learned to incorporate lexically meaningfully pitch patterns in words. We…

Wong, Patrick C. M.; Ettlinger, Marc

2011-01-01

59

Reflections on Language Learning.  

ERIC Educational Resources Information Center

The collection of papers, dedicated to Maria Antonieta Alba Celani, a celebrated English professor in Brazil, consists of writings by colleagues on four themes: developments stemming from Dr. Celani's Brazilian national project for the teaching of English for special purposes; language teacher training; language processing; and analysis of…

Barbara, Leila, Ed.; Scott, Mike, Ed.

60

Vocationally Oriented Language Learning Revisited  

ERIC Educational Resources Information Center

Vocationally oriented language learning (VOLL) is often seen as a part of English for Specific Purposes/Language for Specific Purposes (ESP/LSP), which it is not in every case. The diverging characteristics and lines of development that these two branches of ELT have undergone are outlined and contrasted. Then, a discussion of the added value of a…

Vogt, Karin; Kantelinen, Ritva

2013-01-01

61

(Re)Conceptualizing Design Approaches for Mobile Language Learning  

ERIC Educational Resources Information Center

An exploratory study conducted at George Brown College in Toronto, Canada between 2007 and 2009 investigated language learning with mobile devices as an approach to augmenting ESP learning by taking learning outside the classroom into the real-world context. In common with findings at other community colleges, this study identified inadequate…

Hoven, Debra; Palalas, Agnieszka

2011-01-01

62

Exploring English Language Learners (ELL) experiences with scientific language and inquiry within a real life context  

NASA Astrophysics Data System (ADS)

English Language Learners (ELL) are often at a distinct disadvantage from receiving authentic science learning opportunites. This study explored English Language Learners (ELL) learning experiences with scientific language and inquiry within a real life context. This research was theoretically informed by sociocultural theory and literature on student learning and science teaching for ELL. A qualitative, case study was used to explore students' learning experiences. Data from multiple sources was collected: student interviews, science letters, an assessment in another context, field-notes, student presentations, inquiry assessment, instructional group conversations, parent interviews, parent letters, parent homework, teacher-researcher evaluation, teacher-researcher reflective journal, and student ratings of learning activities. These data sources informed the following research questions: (1) Does participation in an out-of-school contextualized inquiry science project increase ELL use of scientific language? (2) Does participation in an out-of-school contextualized inquiry science project increase ELL understanding of scientific inquiry and their motivation to learn? (3) What are parents' funds of knowledge about the local ecology and does this inform students' experiences in the science project? All data sources concerning students were analyzed for similar patterns and trends and triangulation was sought through the use of these data sources. The remaining data sources concerning the teacher-researcher were used to inform and assess whether the pedagogical and research practices were in alignment with the proposed theoretical framework. Data sources concerning parental participation accessed funds of knowledge, which informed the curriculum in order to create continuity and connections between home and school. To ensure accuracy in the researchers' interpretations of student and parent responses during interviews, member checking was employed. The findings suggest that participation in an out-of-school contextualized inquiry science project increased ELL use of scientific language and understanding of scientific inquiry and motivation to learn. In addition, parent' funds of knowledge informed students' experiences in the science project. These findings suggest that the learning and teaching practices and the real life experiential learning contexts served as an effective means for increasing students' understandings and motivation to learn.

Algee, Lisa M.

63

PERMUTATION CLOSURES OF CONTEXT-FREE AND INDEXED LANGUAGES  

E-print Network

PERMUTATION CLOSURES OF CONTEXT-FREE AND INDEXED LANGUAGES TARA BROUGH, LAURA CIOBANU, AND MURRAY ELDER Abstract. In this paper we prove that the permutation closure of a context-free language Maslov and independently Oshiba [6, 7] proved that the cyclic closure of a context-free language

St Andrews, University of

64

Language Performance, Context and the Personality of the Interpreter.  

ERIC Educational Resources Information Center

Interpreting is an example of context-bound performance in which the interpreter has a prescribed role in infinitely varied contexts. The use of interpreting to train language students in confident and competent language use in less demanding contexts contributes to the development of both interpersonal skills and the ability to switch language

Henderson, John

65

Chapter Five: Language Learning and Discursive Practice  

ERIC Educational Resources Information Center

This chapter is framed by the three questions related to learning in Practice Theory posed by Johannes Wagner (2008): (1) What is learned?; (2) Who is learning?; and (3) Who is participating in the learning? These questions are addressed in two learning theories: Language Socialization and Situated Learning theory. In Language Socialization, the…

Young, Richard F.

2008-01-01

66

Physics Learning through a Telecommunications Context.  

ERIC Educational Resources Information Center

Describes the Physics Phones Home unit which is context-led and developed by the Supported Learning in Physics Projects. Teaches introductory magnetism; electric, magnetic and gravitational fields; and electricity and circular motion. (YDS)

Edwards, Christopher

2000-01-01

67

Language Awareness in Language Learning and Teaching: A Research Agenda  

ERIC Educational Resources Information Center

Following on from my state-of-the-art article on "Language Awareness and language learning" (Svalberg 2007), in this paper I will discuss specific research tasks which are centrally concerned with different aspects of language awareness (LA): "explicit knowledge about language, and conscious perception and sensitivity in language learning,…

Svalberg, Agneta M.-L.

2012-01-01

68

The Formation of Parental Language Ideology in a Multilingual Context-A Case Study in Taiwan  

E-print Network

and localisation, the government introduced a school policy of learning a Taiwanese minority language, in addition, in this study, is the only representative of other minority languages spoken in Taiwan). The three ChineseThe Formation of Parental Language Ideology in a Multilingual Context- A Case Study in Taiwan Yi

Burton, Geoffrey R.

69

Refinement of Representation Theorems for Context-Free Languages  

NASA Astrophysics Data System (ADS)

In this paper, we obtain some refinement of representation theorems for context-free languages by using Dyck languages, insertion systems, strictly locally testable languages, and morphisms. For instance, we improved the Chomsky-Schützenberger representation theorem and show that each context-free language L can be represented in the form L = h (D ? R), where D is a Dyck language, R is a strictly 3-testable language, and h is a morphism. A similar representation for context-free languages can be obtained, using insertion systems of weight (3, 0) and strictly 4-testable languages.

Fujioka, Kaoru

70

Second Language Learning vs. Pidginization.  

ERIC Educational Resources Information Center

This paper examines the differences between second language learning and pidginization to better understand the mechanisms involved in each process. Current research suggests similarities between the two. Both are characterized by reduction and simplification. Grammatical transformations tend to be eliminated, along with inflectional markers of…

Flick, William C.; Gilbert, Glenn G.

71

Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence?  

ERIC Educational Resources Information Center

Is it best to learn reading in two languages simultaneously or sequentially? We observed second- and third-grade children in two-way "dual-language learning contexts": (a) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (b) 90:10 or Sequential dual-language (one language, followed gradually by the other).…

Berens, Melody S.; Kovelman, Ioulia; Petitto, Laura-Ann

2013-01-01

72

Learning about primates' learning, language, and cognition  

NASA Technical Reports Server (NTRS)

Results are presented of many years of research on the methods of teaching primates the language and cognitive skills which were long considered to be unteachable to particular species of primates. It was found that chimpanzee subjects could not only learn a number of 'stock sentences' but to use them in variations and several combinations for the purpose of solving various problems. Apes placed in different rooms could be taught to communicate via computer, and collaborate with each other on doing specific tasks. Contrary to expectations, young rhesus monkeys proved to be able to learn as much as the chimpanzee species.

Rumbaugh, Duane M.

1992-01-01

73

Incremental Context-Dependent Analysis for Language-Based Editors  

Microsoft Academic Search

Knowledge of a programming language's grammar allows language-based editors to enforce syntactic correctness at all times during development by restricting editing operations to legitimate modifica- tions ot ~ the program's context-free derivation tree; however, not all language constraints can be enforced in this way because not all features can be described by the context-free formalism. Attribute grammars permit context-dependent language

Thomas W. Reps; Tim Teitelbaum; Alan J. Demers

1983-01-01

74

Language Learning in Wittgenstein and Davidson  

ERIC Educational Resources Information Center

In this paper, I discuss language learning in Wittgenstein and Davidson. Starting from a remark by Bakhurst, I hold that both Wittgenstein and Davidson's philosophies of language contain responses to the problem of language learning, albeit of a different form. Following Williams, I hold that the concept of language learning can explain…

Kotzee, Ben

2014-01-01

75

Home Background Characteristics and Second Language Learning  

Microsoft Academic Search

Some researchers investigating second language acquisition argue that the sociocultural milieu of the learner influences individual difference variables involved in learning a second language. This study investigated this link by assessing the linguistic nature of the home community, respondents’ recollections of early experiences in second language learning, and their current attitudes and beliefs about language learning and bilingualism. The sample

R. C. Gardner; Anne-Marie Masgoret; Paul F. Tremblay

1999-01-01

76

Second Language Learning Centre ENGLISH LANGUAGE SUMMER SCHOOL 2014  

E-print Network

Second Language Learning Centre ENGLISH LANGUAGE SUMMER SCHOOL 2014 Course Overview This four week intensive English language and cultural studies programme offers 21 hours a week guided learning numbers and an initial English language test on arrival. The Summer School is for students of any first

Herrmann, Samuel

77

Supporting Authentic Learning Contexts Beyond Classroom Walls  

NASA Astrophysics Data System (ADS)

At the classroom level, contexts for learning are often limited in the experiential component. Teachers and trainers feel overwhelmed by the difficulty of inventing authentic learning contexts, and creating tasks that truly reflect the way knowledge would be used in the real world (Herrington et al. 2004). However, there are growing numbers of examples of how such authentic learning environments are being used in schools, higher education, and professional development in a variety of contexts and discipline areas, such as in literacy education (Ferry et al. 2006), in physical activity fitness and health (Rice et al. 1999), in Indigenous education (Marshall et al. 2001), in evaluation (Agostinho 2006), in multimedia and ICT (Bennett et al. 2001), in literature (Fitzsimmons 2006), and in business writing (Pennell et al. 1997). Teachers and trainers who subscribe to this approach to learning can be very inventive in developing learner perceptions of authentic contexts, but often financial, situational and time constraints limit the experiential elements of authentic learning settings.

Herrington, Jan; Specht, Marcus; Brickell, Gwyn; Harper, Barry

78

Language lateralization shifts with learning by adults.  

PubMed

For the majority of the population, language is a left-hemisphere lateralized function. During childhood, a pattern of increasing left lateralization for language has been described in brain imaging studies, suggesting that this trait develops. This development could reflect change due to brain maturation or change due to skill acquisition, given that children acquire and refine language skills as they mature. We test the possibility that skill acquisition, independent of age-associated maturation can result in shifts in language lateralization in classic language cortex. We imaged adults exposed to an unfamiliar language during three successive fMRI scans. Participants were then asked to identify specific words embedded in Norwegian sentences. Exposure to these sentences, relative to complex tones, resulted in consistent activation in the left and right superior temporal gyrus. Activation in this region became increasingly left-lateralized with repeated exposure to the unfamiliar language. These results demonstrate that shifts in lateralization can be produced in the short term within a learning context, independent of maturation. PMID:25285756

Plante, Elena; Almryde, Kyle; Patterson, Dianne K; Vance, Christopher J; Asbjørnsen, Arve E

2015-05-01

79

Own-Language Use in Language Teaching and Learning  

ERIC Educational Resources Information Center

Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students' own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to…

Hall, Graham; Cook, Guy

2012-01-01

80

"Language Immersion Tepee" as a Facilitator of Sámi Language Learning  

ERIC Educational Resources Information Center

Due to the history of assimilation, power relations, and their sociolinguistic situation, the Sámi languages are categorized as endangered. The position of the Sámi languages in Sámi education is reviewed, and language immersion as a teaching method and as a means of language maintenance is discussed. Sámi language learning is described through…

Keskitalo, Pigga; Määttä, Kaarina; Uusiautti, Satu

2014-01-01

81

Understanding Writing Contexts for English Language Learners  

ERIC Educational Resources Information Center

This article explores the writing opportunities provided to Spanish-speaking and mandarin speaking English Language Learners at the fourth and fifth-grade level across the various classroom settings in which they participated daily: an all-English speaking classroom, an English-as-a-second language (ESL) classroom, and a native-language classroom.…

McCarthey, Sarah J.; Garcia, Georgia Ernest; Lopez-Velasquez, Angela M.; Lin, Shumin; Guo, Yi-Huey

2004-01-01

82

The role of language in learning physics  

NASA Astrophysics Data System (ADS)

Many studies in PER suggest that language poses a serious difficulty for students learning physics. These difficulties are mostly attributed to misunderstanding of specialized terminology. This terminology often assigns new meanings to everyday terms used to describe physical models and phenomena. In this dissertation I present a novel approach to analyzing of the role of language in learning physics. This approach is based on the analysis of the historical development of physics ideas, the language of modern physicists, and students' difficulties in the areas of quantum mechanics, classical mechanics, and thermodynamics. These data are analyzed using linguistic tools borrowed from cognitive linguistics and systemic functional grammar. Specifically, I combine the idea of conceptual metaphor and grammar to build a theoretical framework that accounts for: (1) the role and function that language serves for physicists when they speak and reason about physical ideas and phenomena, (2) specific features of students' reasoning and difficulties that may be related to or derived from language that students read or hear. The theoretical framework is developed using the methodology of a grounded theoretical approach. The theoretical framework allows us to make predictions about the relationship between student discourse and their conceptual and problem solving difficulties. Tests of the theoretical framework are presented in the context of "heat" in thermodynamics and "force" in dynamics. In each case the language that students use to reason about the concepts of "heat" and "force" is analyzed using the theoretical framework. The results of this analysis show that language is very important in students' learning. In particular, students are (1) using features of physicists' conceptual metaphors to reason about physical phenomena, often overextending and misapplying these features, (2) drawing cues from the grammar of physicists' speech and writing to categorize physics concepts; this categorization of physics concepts plays a key role in students' ability to solve physics problems. In summary, I present a theoretical framework that provides a possible explanation of the role that language plays in learning physics. The framework also attempts to account for how and why physicists' language influences students in the way that it does.

Brookes, David T.

83

The Additional Uses of CALL in the Endangered Language Context  

ERIC Educational Resources Information Center

This paper considers the additional uses of CALL in the Endangered Language (EL) context. It briefly reviews ELs and reports on CALL for ELs in general. It then reviews the extra uses of CALL for ELs; these include changing negative attitudes towards the language, arousing interest in the language and contributing to language maintenance and…

Ward, Monica

2004-01-01

84

Beliefs about Language Learning: The Horwitz Model.  

ERIC Educational Resources Information Center

Research on beliefs about second language learning based on a model designed by Elaine Horwitz is reviewed. The model is incorporated in the Beliefs About Language Learning Inventory (BALLI) developed for students of English as a Second Language, college students of commonly taught languages (French, German, Spanish), and college teachers of…

Kuntz, Patricia S.

85

Learning scene context for multiple object tracking  

E-print Network

strength based on the learned contextual information. Experimental results on a large video surveillance, video surveillance, clutter, tracking, GMM, context, PHD filter. I. INTRODUCTION IMAGE-BASED trackers-target trackers must account for target birth and target death, clutter and missing observa- tions, and ideally

Cavallaro, Andrea

86

Visualisation in Applied Learning Contexts: A Review  

ERIC Educational Resources Information Center

This literature review explores visualisation within the context of learning in design, engineering and technology education. The investigation first defines visualisation, providing examples of activities that utilise visualisation skills within an applied field. Then exploration of the mental mechanisms of visualisation used to engage with those…

Twissell, Adrian

2014-01-01

87

Managing Multiple Goals in Real Learning Contexts  

ERIC Educational Resources Information Center

Understanding students' multiple goals in real learning contexts is an emerging area of importance for educators and researchers investigating student motivation in classrooms. This qualitative study conducted over an academic year investigates the multiple goals articulated by seven 11-year-old students and explores relationships between goals…

Mansfield, Caroline F.

2009-01-01

88

Influence of Additional Language Learning on First Language Learning in Children with Language Disorders  

ERIC Educational Resources Information Center

Background: Multilingualism can bring about various positive outcomes to typically developing children. Its effect on children with language difficulties is not yet clear. Aim: The aim of this study was to examine the effects of multilingual learning as a medium of instruction (MOI) on first language (L1) acquisition of children with language

To, Carol K. S.; Law, Thomas; Li, Xin-xin

2012-01-01

89

Effects of e-learning on language learning  

Microsoft Academic Search

The aim of this study is to do a research on the effects of e-learning and sub-categories such as :internet; Web-based English learning and computer-assisted language learning(CALL)on language learning.Before growing prevalence of Word Wide Web (www);people use emails for language learning and teaching (LL\\/LT).In network-based language learning (NBLL); people use computer-based educational activities.The main advantage of e-learning is that it

Neda Mohammadi; Vahid Ghorbani; Farideh Hamidi

2011-01-01

90

Language learning strategies and suggested model in adults processes of learning second language  

Microsoft Academic Search

Language learning strategies have crucial values for second language learners because they are means for activity and self –evaluation. These strategies can help to progresses and these communicating competences. In regard to the importance of language English language as a foreign language and based on the resent research which implicated that foreign language learners use less language learning strategies than

Masoud Gholamali Lavasani; Fereshteh Faryadres

2011-01-01

91

Tutors' Influence on Distance Language Students' Learning Motivation: Voices from Learners and Tutors  

ERIC Educational Resources Information Center

Teachers' influence on students' learning motivation is a well-researched topic. Nevertheless, the majority of such studies are situated in the conventional learning context despite the rapid growth of distance language learning. This study set out to investigate tutors' influence on students' learning motivation in the Chinese distance language

Xiao, Junhong

2012-01-01

92

Teaching and learning culture on English language programmes: a critical review of the recent empirical literature  

Microsoft Academic Search

A new exploration of the teaching and learning of culture in English language teaching and learning is overdue, given the particular importance of approaches to culture and intercultural communication in the teaching and learning of the ‘global language’. The review undertaken here finds a growing body of literature exploring culture as a context for and background influence on English language

Tony Johnstone Young; Itesh Sachdev; Paul Seedhouse

2009-01-01

93

Context-sensitive Languages and Linear Bounded Andre Nies, Supervisor  

E-print Network

-sensitive languages (CSLs) was developed by Noam Chomsky in the 1950's as a tool for linguistic analysis. A context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.2 First Definition of Context Sensitive Languages . . . . . . . . . . 2 1.3 The Chomsky of their productions. This classification was made by Chomsky and now forms what is known as the Chomsky hierarchy[1

Nies, Andre

94

Micro Language Planning for Multilingual Education: Agency in Local Contexts  

ERIC Educational Resources Information Center

This paper overviews some of the domains of application of micro-level language planning approaches to foster multilingual education. It examines the language planning of local agents and the contexts in which their work contributes to multilingual education, either to expand or limit educational possibilities. It identifies four broad contexts of…

Liddicoat, Anthony J.; Taylor-Leech, Kerry

2014-01-01

95

Computing the Edit-Distance between a Regular Language and a Context-Free Language  

E-print Network

, Levenshtein distance, Regular language, Context-free language. 1 Introduction The edit-distance between twoComputing the Edit-Distance between a Regular Language and a Context-Free Language Yo-Sub Han1.yonsei.ac.kr 2 School of Computing, Queen's University ksalomaa@cs.queensu.ca Abstract. The edit-distance between

Han, Yo-Sub

96

Language, Shyness and Social Contexts: Commentary  

ERIC Educational Resources Information Center

Language is a gift of special significance to the human species. Whether the source of the generosity is nature or nurture, or some combination, is controversial, but few scientists or laypeople would dispute the evolutionary and practical value of the key mode of communication. From infancy, language is integral to just about everything one does,…

Durkin, Kevin

2009-01-01

97

Language learning and retention in young language-disordered children  

Microsoft Academic Search

Simultaneous sign and spoken language training was conducted with young, language-disordered children under standardized training and follow-up conditions with a stringent learning criterion to determine if language learned was stable over time. Twenty-one children between 36 and 86 months with no or nonfunctional language participated in the study. Diagnoses included autism, mental retardation, combined autism and mental retardation, and developmental

Rosslyn Gaines; Campbell Leaper; Caroline Monahan; Anne Weickgenant

1988-01-01

98

Research in Practice: Group Membership and Identity Issues in Second Language Learning--Department of Education and Centre for the Study of Learning and Performance, Concordia University, Montreal  

ERIC Educational Resources Information Center

Language learning is inextricably linked to a social context, and this implies that context-related social variables, such as ethnicity or attitudes, can influence how language learning unfolds. Among the many group-engendered social factors, ethnic identity appears to have interesting consequences for language teaching and learning (Pavlenko…

Trofimovich, Pavel; Turuševa, Larisa; Gatbonton, Elizabeth

2013-01-01

99

Weblogs for English Language Learning: Students' Perceptions  

ERIC Educational Resources Information Center

The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in…

Wan, Juida; Tan, Bee Hoon

2011-01-01

100

Co-Operative Language Learning: What's News?  

ERIC Educational Resources Information Center

This discussion of cooperative second language learning describes the approach in terms of response to three questions: WHO? WHAT? and WHY? The first section "WHO: Major Directors and Actors," chronicles the evolution of cooperative learning in general and cooperative language learning in particular, citing some specific methods and the…

Rodgers, Ted

101

Facilitating Second Language Learning with Music  

ERIC Educational Resources Information Center

The use of music in facilitating second language (as well as first language) learning is supported by evidence that points to the musical nature of even preverbal infants. Music and language have been found to develop similarly, and researchers have noted advantages to using song in learning. The author observed her Korean 21-month-old for …

Bae, Su-Young

2006-01-01

102

Learning Deterministic Context Free Grammars: The Omphalos Competition  

E-print Network

Learning Deterministic Context Free Grammars: The Omphalos Competition Alexander Clark (alexc. This paper describes the winning entry to the Omphalos context free grammar learning competition. Our heuristics based on substitutability and frequency. The competition is discussed from the perspective

Clark, Alexander

103

Personalized Context-Aware Ubiquitous Learning System for Supporting Effectively English Vocabulary Learning  

Microsoft Academic Search

With the rapid growth of wireless techniques, the mobile learning by the handheld devices has been gradually considered as a novel learning form. Developing context-aware ubiquitous learning environment can bring the most desired learning services for learners. Accordingly, this study proposed a personalized context-aware ubiquitous english vocabulary learning system which can exploit appropriate context based on learner's location, leisure learning

Chih-ming Chen; Yi-lun Li; Ming-chuan Chen

2007-01-01

104

The functions of contexts in associative learning.  

PubMed

Although contexts play many roles during training and also during testing, over the last four decades theories of learning have predominantly focused on one or the other of the two families of functions served by contexts. In this selective review, we summarize recent data concerning these two functions and their interrelationship. The first function is similar to that of discrete cues, and allows contexts to elicit conditioned responses and compete with discrete events for behavioral control. The second function is modulatory, and similar to that of discrete occasion setters in that in this role contexts do not elicit conditioned responses by themselves, but rather modulate instrumental responding or responding to Pavlovian cues. We first present evidence for these two functions, and then suggest that the spacing of trials, amount of training, and contiguity are three determinants of the degree to which the context will play each function. We also conclude that these two functions are not mutually exclusive, and that future research would benefit from identifying the conditions under which their functions dominate behavioral control. We close by discussing some misconceptions concerning contexts. This article is part of a Special Issue entitled: SQAB 2013: Contextual Con. PMID:24614400

Urcelay, Gonzalo P; Miller, Ralph R

2014-05-01

105

Intact Implicit Learning of Spatial Context and Temporal Sequences in Childhood Autism Spectrum Disorder  

Microsoft Academic Search

Autism spectrum disorder (ASD) is defined by atypicalities in domains that are posited to rely on implicit learning processes such as social communication, language, and motor behavior. The authors examined 2 forms of implicit learning in 14 children with high-functioning ASD (10 of whom were diagnosed with Asperger's syndrome) and 14 control children, learning of spatial context known to be

Kelly Anne Barnes; James H. Howard; Darlene V. Howard; Lisa Gilotty; Lauren Kenworthy; William D. Gaillard; Chandan J. Vaidya

2008-01-01

106

Learning procedures from interactive natural language instructions  

NASA Technical Reports Server (NTRS)

Despite its ubiquity in human learning, very little work has been done in artificial intelligence on agents that learn from interactive natural language instructions. In this paper, the problem of learning procedures from interactive, situated instruction is examined in which the student is attempting to perform tasks within the instructional domain, and asks for instruction when it is needed. Presented is Instructo-Soar, a system that behaves and learns in response to interactive natural language instructions. Instructo-Soar learns completely new procedures from sequences of instruction, and also learns how to extend its knowledge of previously known procedures to new situations. These learning tasks require both inductive and analytic learning. Instructo-Soar exhibits a multiple execution learning process in which initial learning has a rote, episodic flavor, and later executions allow the initially learned knowledge to be generalized properly.

Huffman, Scott B.; Laird, John E.

1994-01-01

107

Learning about Language: Written Conversations and Elementary Language Learners  

ERIC Educational Resources Information Center

Many approaches to literacy instruction treat language as an object of study. The curricular assumptions that inform such instruction are that language is located outside the person, extracted from context, neutral, and explicable through defined rules. An underlying assumption in many language arts classrooms is that children will not pay…

Van Sluys, Katie; Laman, Tasha Tropp

2006-01-01

108

Context Dependent Recurrent Neural Network Language Model  

Microsoft Academic Search

Recurrent neural network language models (RNNLMs) have recently demonstrated state-of-the-art performance across a variety of tasks. In this paper, we improve their performance by providing a contextual real-valued input vector in association with each word. This vector is used to convey contextual information about the sentence being modeled. By performing Latent Dirichlet Allocation using a block of preceding text, we

Tomas Mikolov; Geoffrey Zweig

2012-01-01

109

Learning Grasp Context Distinctions that Generalize  

NASA Technical Reports Server (NTRS)

Control-based approaches to grasp synthesis create grasping behavior by sequencing and combining control primitives. In the absence of any other structure, these approaches must evaluate a large number of feasible control sequences as a function of object shape, object pose, and task. This work explores a new approach to grasp synthesis that limits consideration to variations on a generalized localize-reach-grasp control policy. A new learning algorithm, known as schema structured learning, is used to learn which instantiations of the generalized policy are most likely to lead to a successful grasp in different problem contexts. Two experiments are described where Dexter, a bimanual upper torso, learns to select an appropriate grasp strategy as a function of object eccentricity and orientation. In addition, it is shown that grasp skills learned in this way can generalize to new objects. Results are presented showing that after learning how to grasp a small, representative set of objects, the robot's performance quantitatively improves for similar objects that it has not experienced before.

Platt, Robert; Grupen, Roderic A.; Fagg, Andrew H.

2006-01-01

110

LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. SECOND EDITION.  

ERIC Educational Resources Information Center

DESIGNED TO HELP LANGUAGE TEACHERS MEET THE DEMANDS OF THE AUDIOLINGUAL AND CULTURALLY INTEGRATED APPROACHES TO LANGUAGE TEACHING, THIS BOOK DEALS EXTENSIVELY WITH VARIOUS ASPECTS OF LANGUAGE THEORY, LEARNING, AND INSTRUCTION. A REVISION OF THE FIRST EDITION, THERE IS EXTENDED COVERAGE OF SUCH TOPICS AS PATTERN PRACTICE, TEST CONSTRUCTION, AND THE…

BROOKS, NELSON

111

Reinforcement Learning in Young Adults with Developmental Language Impairment  

ERIC Educational Resources Information Center

The aim of the study was to examine reinforcement learning (RL) in young adults with developmental language impairment (DLI) within the context of a neurocomputational model of the basal ganglia-dopamine system (Frank, Seeberger, & O'Reilly, 2004). Two groups of young adults, one with DLI and the other without, were recruited. A probabilistic…

Lee, Joanna C.; Tomblin, J. Bruce

2012-01-01

112

Cooperative Language Learning: Increasing Opportunities for Learning in Teams  

ERIC Educational Resources Information Center

This paper conceptualizes cooperative language learning, group instruction which is under the learner-centered approach where the groups are formed in such a way that each member performs his or her task to achieve the goal. Previous research indicates that cooperative language learning doesn't only improve learners' language skills, but also…

Wichadee, Saovapa; Orawiwatnakul, Wiwat

2012-01-01

113

Language Acquisition as Rational Contingency Learning  

ERIC Educational Resources Information Center

This paper considers how fluent language users are rational in their language processing, their unconscious language representation systems optimally prepared for comprehension and production, how language learners are intuitive statisticians, and how acquisition can be understood as contingency learning. But there are important aspects of second…

Ellis, Nick C.

2006-01-01

114

The Roles of English Language Education in Asian Context  

ERIC Educational Resources Information Center

This study surveys the history of English language and the roles of English language education in Asian context. Through the historical survey on English dispersal in Asian countries, the first section of this study traces the dispersal of English from the 18th century and the development of English in Asian countries. The second section of this…

Chang, Bok-Myung

2011-01-01

115

Autonomous Language Learning: The Teachers' Perspectives.  

ERIC Educational Resources Information Center

Reports on a large-scale study on learner autonomy in language learning carried out with students and English teachers at the Hong Kong Polytechnic University. Examines the teachers' views of their roles and responsibilities, their assessment of their students'decision-making abilities and the autonomous language learning activities that they have…

Chan, Victoria

2003-01-01

116

The Neurolinguistics of Second Language Learning.  

ERIC Educational Resources Information Center

These proceedings are a collection of papers by researchers in neurology, bilingualism, linguistics, and the neurolinguistics of bilingualism. Topics are addressed using neurolinguistic data for second language learning, learning models for second language acquisition, and implications for teaching and research. Summaries of the following papers…

Cohen, Andrew D., Ed.

117

Investigating University Students' Beliefs about Language Learning  

ERIC Educational Resources Information Center

The aim of the study is to investigate beliefs students usually held about language learning, based on the Beliefs About Language Learning Inventory (BALLI) questionnaire (Horwitz, 1988). For this purpose, 423 University learners of English in Iran were selected. Running descriptive statistics and the scree plot test, five factors were extracted:…

Mohebi, Sanaz Ghobadi; Khodadady, Ebrahim

2011-01-01

118

Language Distance Learning for the Digital Generation  

ERIC Educational Resources Information Center

The purpose of this article was to shed light on the potential of distance learning to overcome challenges in distance, space, time, and human and economic resources that limit access to language learning opportunities in cultural, literary, historical, geographical, and cross-cultural frames. Language and literature educators collectively have…

Duran-Cerda, Dolores

2010-01-01

119

CHATTER : a spoken language dialogue system for language learning applications  

E-print Network

The goal of this thesis is to build a Computer Aided Language Learning game that simulates a casual conversation in Mandarin Chinese. In the envisioned system, users will chat with a computer on topics ranging from ...

Goldie, Anna Darling

2011-01-01

120

Suggestopedia: An Innovation in Language Learning.  

ERIC Educational Resources Information Center

Used primarily for second language learning, Suggestopedia is a learning method which facilitates whole brain learning by using the arts--music, drawing, and theatrical presentations--to reduce negative and increase positive suggestive factors. Stages in a lesson are discussed and sources of information and suggestopedia music selections are…

Eggers, Paul

1984-01-01

121

Implementing Cooperative Learning at a Language School.  

ERIC Educational Resources Information Center

This chapter describes a program evaluation of cooperative learning in a private language school devoted to teaching English to Japanese students. Student resistance to cooperative learning was due to a lack of training of students, a lack of understanding of basic cooperative learning principles by administrators, and a lack of cooperative…

Lee, Soo-im

122

Language-learning disorders and youth incarceration  

Microsoft Academic Search

Many speech–language pathologists are serving delinquent boys with language-learning disorders who are both current and former residents of correctional institutions. These youngsters demonstrate personal maladjustments that have a negative impact on school performance and socialization. Those boys within chaotic families are at risk of poverty, institutionalization, and substance abuse. Boys with language-learning disorders, who have encountered the law, need to

Nicolás Linares-Orama

2005-01-01

123

Context-Aware Ubiquitous English Learning in a Campus Environment  

Microsoft Academic Search

Many researches have indicated that the wireless technology can enhance the learning performance of teaching, learning and self-study. Therefore, the web-based learning has been evolved into mobile learning and even ubiquitous learning in recent years. Certainly, performing language teaching and learning actions by handheld devices in cooperating with advanced wireless technology has been a novel trend. Therefore, the research proposes

Hsin-chun Hsieh; Chih-ming Chen; Chin-ming Hong

2007-01-01

124

Expanding "Within Context" to "Across Contexts" Learning: A Case Study of Informal and Formal Activities  

ERIC Educational Resources Information Center

Learning happens not only in schools, but also in every context that affords new experiences and opportunities for metacognition. We aim to maximize the different activity-milieux in which learners are engaged in developing their life-long learning dispositions to learn within and across contexts. This paper is a follow up of an earlier published…

Kim, Mi Song; Hung, Wei Loong David; Jamaludin, Azilawati Bte; Lim, Seo Hong

2014-01-01

125

Look Who's Talking: Speech Style and Social Context in Language Input to Infants Are Linked to Concurrent and Future Speech Development  

ERIC Educational Resources Information Center

Language input is necessary for language learning, yet little is known about whether, in natural environments, the speech style and social context of language input to children impacts language development. In the present study we investigated the relationship between language input and language development, examining both the style of parental…

Ramírez-Esparza, Nairán; García-Sierra, Adrián; Kuhl, Patricia K.

2014-01-01

126

The Language of Language: An Interdisciplinary Approach To Language Learning.  

ERIC Educational Resources Information Center

The study of language in general and the study of foreign languages in particular have attracted new interest in academic circles during the past decade. The concepts of the "global village" and "cultural diversity" have become commonplace in the jargon of the 1990s. The development of two new courses at Westminster College (Pennsylvania) have…

Mann, Jesse Thomas

1993-01-01

127

Language: The Heart of Learning.  

ERIC Educational Resources Information Center

This issue of the OMLTA Journal includes the following papers: "Helping Teacher Teach: A Foreign Language Collaborative in Southeast Ohio" (Barry G. Thomas); "Bilingual and Group Poetry in the Foreign Language Classroom" (Evelyn F. Brod); "So You Want To Be in Pictures: Videotaping in the Foreign Language Classroom" (Connie L. Bowman); "Theatre as…

Snyder, Barbara, Ed.

1985-01-01

128

Language Teachers: Research and Studies in Language(s) Education, Teaching, and Learning in "Teaching and Teacher Education," 1985-2012  

ERIC Educational Resources Information Center

The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in "Teaching and Teacher Education" since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and…

Kleinsasser, Robert C.

2013-01-01

129

How Will Alberta's Second Language Students Ever Achieve Proficiency? ACTFL Proficiency Guidelines, the CEFR and the "10,000-Hour Rule" in Relation to the Alberta K-12 Language-Learning Context  

ERIC Educational Resources Information Center

Students of second and international languages in Alberta do not receive sufficient hours of instruction through formal classroom time alone to achieve distinguished levels of proficiency (Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., et al., 2006). This research study uses a constructivist approach (Guba & Lincoln, 1994;…

Eaton, Sarah Elaine

2012-01-01

130

The Assessment of Meta-Cognition in Different Contexts: Individualized vs. Peer Assisted Learning  

ERIC Educational Resources Information Center

This study investigated the effectiveness of assessing young children's meta-cognition in different contexts (i.e., individual learning (IL), peer assisted learning (PAL) and self-reports). Additionally, the contributions of declarative and procedural meta-cognition in IL and PAL, TOM and language ability on children's cognitive performance…

Shamir, Adina; Mevarech, Zemira R.; Gida, Carmit

2009-01-01

131

Towards an Understanding of the Virtual Context in Mobile Learning  

ERIC Educational Resources Information Center

Much of the literature theorising mobile learning emphasises the importance of context with physical and social contexts identified to date. Our work to design and implement authentic mobile simulation activities using SMS text messaging suggests that a third context may also be important. This is a virtual context, the learner-created cognitive…

Cornelius, Sarah; Marston, Phil

2009-01-01

132

Early Language Learning and Literacy: Neuroscience Implications for Education  

PubMed Central

The last decade has produced an explosion in neuroscience research examining young children’s early processing of language that has implications for education. Noninvasive, safe functional brain measurements have now been proven feasible for use with children starting at birth. In the arena of language, the neural signatures of learning can be documented at a remarkably early point in development, and these early measures predict performance in children’s language and pre-reading abilities in the second, third, and fifth year of life, a finding with theoretical and educational import. There is evidence that children’s early mastery of language requires learning in a social context, and this finding also has important implications for education. Evidence relating socio-economic status (SES) to brain function for language suggests that SES should be considered a proxy for the opportunity to learn and that the complexity of language input is a significant factor in developing brain areas related to language. The data indicate that the opportunity to learn from complex stimuli and events are vital early in life, and that success in school begins in infancy. PMID:21892359

Kuhl, Patricia K.

2011-01-01

133

Learning and the language of thought  

E-print Network

This thesis develops the hypothesis that key aspects of learning and development can be understood as rational statistical inferences over a compositionally structured representation system, a language of thought (LOT) ...

Piantadosi, Steven Thomas

2011-01-01

134

Learning Semantic Maps from Natural Language Descriptions  

E-print Network

This paper proposes an algorithm that enables robots to efficiently learn human-centric models of their environment from natural language descriptions. Typical semantic mapping approaches augment metric maps with higher-level ...

Walter, Matthew R.

135

The Internet, Language Learning, and International Dialogue: Constructing Online Foreign Language Learning Websites  

ERIC Educational Resources Information Center

In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign…

Kartal, Erdogan; Uzun, Levent

2010-01-01

136

Learning Aids for North American Indian Languages  

NSDL National Science Digital Library

The Native American Studies Department at the University of California - Davis has made available Learning Aids for North American Indian Languages, a resource offering "information on published and 'semi-published' teaching and general reference materials for North American Indian languages or groups of languages." It is a page of pointers to citations for dictionaries, descriptive grammars, pedagogic materials collections of bilingual narratives, and tapes, among others. This large resource is arranged alphabetically by language group, and also contains many cross references. Over 100 language groups are included, from Abenaki to Yukon languages. Citations contain bibliographic information and are thoroughly annotated. Learning Aids has been compiled from the "Society of the Indigenous Languages of the Americas Newsletter."

137

Electrophysiological Chronometry of Semantic Context Effects in Language Production  

ERIC Educational Resources Information Center

In this study, we investigated semantic context effects in language production with event-related brain potentials, extracted from the ongoing EEG recorded during overt speech production. We combined the picture-word interference paradigm and the semantic blocking paradigm to investigate the temporal dynamics and functional loci of semantic…

Aristei, Sabrina; Melinger, Alissa; Rahman, Rasha Abdel

2011-01-01

138

Review Article: Instructed Second Language Vocabulary Learning  

ERIC Educational Resources Information Center

This article overviews current research on second language vocabulary learning. It concludes that a large vocabulary is necessary to function in English: 8000-9000 word families for reading, and perhaps as many as 5000-7000 families for oral discourse. In addition, a number of word knowledge aspects need to be learned about each lexical item.…

Schmitt, Norbert

2008-01-01

139

ELT Documents: 103-Individualisation in Language Learning.  

ERIC Educational Resources Information Center

Articles on individualization in English language learning, a bibliography and list of selected additions to the English Teaching Information Centre archives (October 1977 - April 1978), and a list of recent publications are presented. An introduction by Elizabeth Smyth and the following articles are included: "Autonomy, Self-Directed Learning and…

British Council, London (England). English-Teaching Information Centre.

140

Crosslinguistic Differences in Implicit Language Learning  

ERIC Educational Resources Information Center

We report three experiments that explore the effect of prior linguistic knowledge on implicit language learning. Native speakers of English from the United Kingdom and native speakers of Cantonese from Hong Kong participated in experiments that involved different learning materials. In Experiment 1, both participant groups showed evidence of…

Leung, Janny H. C.; Williams, John N.

2014-01-01

141

Materials Development for Language Learning and Teaching  

ERIC Educational Resources Information Center

This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of…

Tomlinson, Brian

2012-01-01

142

Pragmatics & Language Learning. Volume 12  

ERIC Educational Resources Information Center

This volume examines the organization of second language and multilingual speakers' talk and pragmatic knowledge across a range of naturalistic and experimental activities. Based on data collected on Danish, English, Hawai'i Creole, Indonesian, and Japanese as target languages, the contributions explore the nexus of pragmatic knowledge,…

Kasper, Gabriele, Ed.; Nguyen, Hanh thi, Ed.; Yoshimi, Dina Rudolph, Ed.; Yoshioka, Jim K., Ed.

2010-01-01

143

Context and Learner Modelling for the Mobile Foreign Language Learner  

ERIC Educational Resources Information Center

Given the growing use of mobile devices, there is now increasing interest in the potential for supporting the mobile learner. However, there remains much research to be undertaken, to find effective ways of facilitating learning with mobile devices. This paper considers how to support the mobile language learner using a handheld computer. It…

Cui, Yanchun; Bull, Susan

2005-01-01

144

Context-Free Languages A context-free grammar is a 4-tuple (V,,P,S), where  

E-print Network

Context-Free Languages A context-free grammar is a 4-tuple (V,,P,S), where · V is a nite set of non;Context-Free Languages recall the non-regular language {anban | n 0} · V = {S} · = {a,b} · productionSaaa aaabaaa 2 #12;Context-Free Languages We use to mean that can be obtained from using one application

Waterloo, University of

145

Mathematical Language and Advanced Mathematics Learning  

ERIC Educational Resources Information Center

This paper is concerned with the role of language in mathematics learning at college level. Its main aim is to provide a perspective on mathematical language appropriate to effectively interpret students' linguistic behaviors in mathematics and to suggest new teaching ideas. Examples are given to show that the explanation of students' behaviors…

Ferrari, Pier Luigi

2004-01-01

146

Strangers in Stranger Lands: Language, Learning, Culture  

ERIC Educational Resources Information Center

This study investigates international students' perceptions of the issues they face using English as a second language while attending American higher education institutions. In order to fully understand those challenges involved in learning English as a Second Language, it is necessary to know the extent to which international students have…

Li, Hong; Fox, Roy F.; Almarza, Dario J.

2007-01-01

147

Language-Learning Disorders and Youth Incarceration  

ERIC Educational Resources Information Center

Many speech-language pathologists are serving delinquent boys with language-learning disorders who are both current and former residents of correctional institutions. These youngsters demonstrate personal maladjustments that have a negative impact on school performance and socialization. Those boys within chaotic families are at risk of poverty,…

Linares-Orama, N.

2005-01-01

148

Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom  

ERIC Educational Resources Information Center

Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

Kayi-Aydar, Hayriye

2014-01-01

149

The Use of Blogs in Learning English as a Foreign Language  

ERIC Educational Resources Information Center

Within the context of English as a foreign language (EFL), using blogs has emerged as a language learning tool. However, how teachers effectively incorporate blogs within the confines of an instructional framework and what the current research shows about using blogs as a learning tool remain unsolved issues. Thus, the current paper presents a…

Aydin, Selami

2014-01-01

150

Singing can facilitate foreign language learning.  

PubMed

This study presents the first experimental evidence that singing can facilitate short-term paired-associate phrase learning in an unfamiliar language (Hungarian). Sixty adult participants were randomly assigned to one of three "listen-and-repeat" learning conditions: speaking, rhythmic speaking, or singing. Participants in the singing condition showed superior overall performance on a collection of Hungarian language tests after a 15-min learning period, as compared with participants in the speaking and rhythmic speaking conditions. This superior performance was statistically significant (p < .05) for the two tests that required participants to recall and produce spoken Hungarian phrases. The differences in performance were not explained by potentially influencing factors such as age, gender, mood, phonological working memory ability, or musical ability and training. These results suggest that a "listen-and-sing" learning method can facilitate verbatim memory for spoken foreign language phrases. PMID:23860945

Ludke, Karen M; Ferreira, Fernanda; Overy, Katie

2014-01-01

151

Students of "Easy" Languages: Their Beliefs about Language Learning.  

ERIC Educational Resources Information Center

This paper investigates the beliefs about language learning held by 53 first-month university students enrolled in Swahili compared to those of 113 students of French and Spanish. Based in part upon the research design and instrument of Elaine Horwitz (University of Texas-Austin), this paper isolates the results from a larger study of eight…

Kuntz, Patricia S.

152

Learning Ancestral Languages by Telephone: Creating Situations for Language Use.  

ERIC Educational Resources Information Center

This paper reports on the progress of a group of adults who have been connecting by telephone to learn to speak Deg Xinag, the language of the Deg Hit'an (Ingalik Athabaskan). The Deg Hit'an are the westernmost of the Athabaskan peoples, living near the confluence of the Yukon and Innoko Rivers in Alaska. Since Deg Xinag speakers, all elders,…

Taff, Alice

153

Learner Agency in Language Learning: The Story of a Distance Learner of EFL in China  

ERIC Educational Resources Information Center

Learner agency plays a key role in self-regulated learning. Yet, there is a paucity of research into its role in the distance learning context. Using reflective narratives written by a distance learner of English in China, this longitudinal case study aims to investigate the ways in which learner agency mediates the language learning in the…

Xiao, Junhong

2014-01-01

154

Effect of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learner Children  

ERIC Educational Resources Information Center

Purpose: The primary goal of this study was to explore the effect of language context on the socially withdrawn behaviors of school-age-children who are English language learners (ELLs) from middle- to high-socioeconomic status (SES) backgrounds. This is one of the 1st studies to address the frequently confused concepts of shyness and…

Ash, Andrea C.; Rice, Mabel L.; Redmond, Sean M.

2014-01-01

155

An Investigation into the Relationship of Foreign Language Learning Motivation and Sign Language Use among Deaf and Hard of Hearing Hungarians  

ERIC Educational Resources Information Center

The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign…

Kontra, Edit H.; Csizer, Kata

2013-01-01

156

Beyond Babel: Language Learning Online.  

ERIC Educational Resources Information Center

The book and accompanying CD-ROM is designed to assist teachers who want to develop their own materials on the World Wide Web, are interested in integrating interesting Web sites and ideas into their curriculum, or are interested in students' perspectives of the Web. It is also for anyone who wishes to refresh a language or get a feel for a new…

Felix, Uschi

157

Family Literacy and the New Canadian: Formal, Non-Formal and Informal Learning: The Case of Literacy, Essential Skills and Language Learning in Canada  

ERIC Educational Resources Information Center

This paper examines literacy and language learning across the lifespan within the context of immigrants in the Canadian context. It explores the process of improving literacy skills and acquiring second or third language skills through the systems of formal, non-formal and informal learning, as defined by the OECD [Organisation for Economic…

Eaton, Sarah Elaine

2011-01-01

158

An Expert System-based Context-Aware Ubiquitous Learning Approach for Conducting Science Learning Activities  

ERIC Educational Resources Information Center

Context-aware ubiquitous learning has been recognized as being a promising approach that enables students to interact with real-world learning targets with supports from the digital world. Several researchers have indicated the importance of providing learning guidance or hints to individual students during the context-aware ubiquitous learning

Wu, Po-Han; Hwang, Gwo-Jen; Tsai, Wen-Hung

2013-01-01

159

Learning Languages: The Journal of the National Network for Early Language Learning, 1998-1999.  

ERIC Educational Resources Information Center

These three journals include articles on issues related to language learning. The fall 1998 journal presents: "Attention! Are You Seeking a Position with Excellent Long-Term Benefits? Be an Advocate!" (Mary Lynn Redmond); "National Town Meeting Energizes Support for Early Language Learning" (Marcia Harmon Rosenbusch); "Bring Back Childhood…

Rosenbusch, Marcia H., Ed.

1999-01-01

160

Oculomotor correlates of context-guided learning in visual search  

Microsoft Academic Search

Previous studies have shown that context-facilitated visual search can occur through implicit learning. In the present study,\\u000a we have explored its oculomotor correlates as a step toward unraveling the mechanisms that underlie such learning. Specifically,\\u000a we examined a number of oculomotor parameters that might accompany the learning of context-guided search. The results showed\\u000a that a decrease in the number of

Yuan-Chi Tseng; Chiang-Shan Ray Li

2004-01-01

161

Learning in Cultural Context: Developing Destinies  

ERIC Educational Resources Information Center

Over more than three decades spent researching cultural aspects of how children learn, the author has had the opportunity to learn about how individuals and cultural communities change and continue. During her research on children's learning by observing and "pitching in" in a Mayan community in Guatemala, the author learned a great deal from…

Rogoff, Barbara

2012-01-01

162

Language context modulates reading route: an electrical neuroimaging study  

PubMed Central

Introduction: The orthographic depth hypothesis (Katz and Feldman, 1983) posits that different reading routes are engaged depending on the type of grapheme/phoneme correspondence of the language being read. Shallow orthographies with consistent grapheme/phoneme correspondences favor encoding via non-lexical pathways, where each grapheme is sequentially mapped to its corresponding phoneme. In contrast, deep orthographies with inconsistent grapheme/phoneme correspondences favor lexical pathways, where phonemes are retrieved from specialized memory structures. This hypothesis, however, lacks compelling empirical support. The aim of the present study was to investigate the impact of orthographic depth on reading route selection using a within-subject design. Method: We presented the same pseudowords (PWs) to highly proficient bilinguals and manipulated the orthographic depth of PW reading by embedding them among two separated German or French language contexts, implicating respectively, shallow or deep orthography. High density electroencephalography was recorded during the task. Results: The topography of the ERPs to identical PWs differed 300–360 ms post-stimulus onset when the PWs were read in different orthographic depth context, indicating distinct brain networks engaged in reading during this time window. The brain sources underlying these topographic effects were located within left inferior frontal (German > French), parietal (French > German) and cingular areas (German > French). Conclusion: Reading in a shallow context favors non-lexical pathways, reflected in a stronger engagement of frontal phonological areas in the shallow versus the deep orthographic context. In contrast, reading PW in a deep orthographic context recruits less routine non-lexical pathways, reflected in a stronger engagement of visuo-attentional parietal areas in the deep versus shallow orthographic context. These collective results support a modulation of reading route by orthographic depth. PMID:24600377

Buetler, Karin A.; de León Rodríguez, Diego; Laganaro, Marina; Müri, René; Spierer, Lucas; Annoni, Jean-Marie

2014-01-01

163

The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort  

ERIC Educational Resources Information Center

Language learning motivation is a complex, composite construct, and although past research has identified a number of its key components, the interrelationship of these components has often been subject to debate. Similarly, the exact contribution of the various motivational components to learning behaviors and learning achievement has also been…

Csizer, Kata; Dornyei, Zoltan

2005-01-01

164

A fundamental role for context in instrumental learning and extinction.  

PubMed

The purpose of this article is to review recent research that has investigated the effects of context change on instrumental (operant) learning. The first part of the article discusses instrumental extinction, in which the strength of a reinforced instrumental behavior declines when reinforcers are withdrawn. The results suggest that extinction of either simple or discriminated operant behavior is relatively specific to the context in which it is learned: As in prior studies of Pavlovian extinction, ABA, ABC, and AAB renewal effects can all be observed. Further analysis supports the idea that the organism learns to refrain from making a specific response in a specific context, or in more formal terms, an inhibitory context-response association. The second part of the article then discusses research suggesting that the context also controls instrumental behavior before it is extinguished. Several experiments demonstrate that a context switch after either simple or discriminated operant training causes a decrement in the strength of the response. Over a range of conditions, the animal appears to learn a direct association between the context and the response. Under some conditions, it can also learn a hierarchical representation of context and the response-reinforcer relation. Extinction is still more context-specific than conditioning, as indicated by ABC and AAB renewal. Overall, the results establish that the context can play a significant role in both the acquisition and extinction of operant behavior. PMID:24576702

Bouton, Mark E; Todd, Travis P

2014-05-01

165

Classroom Pragmatics Skills: Investigating Adolescents Learning English as a Second Language  

Microsoft Academic Search

Pragmatics is defined as the use of language in context. Students must choose language appropriate to both personal and academic purposes. The appropriate use of school pragmatics also applies to students learning English as a second language (ESL). The purpose of this study was to report the findings of a comparison of pragmatic performance, using the Adolescent Pragmatics Screening Scale

Alejandro Brice; Doug Absalom

1997-01-01

166

Online Mind Maps for Language Learning : Assisted Risk-Taking Josphine Rmon1  

E-print Network

literacy sessions in English for second year students in the English department at university. The languageOnline Mind Maps for Language Learning : Assisted Risk-Taking Joséphine Rémon1 Université Lumière. The context is digital literacy and English as a Foreign Language teaching at university. The students

Boyer, Edmond

167

Learning Modern Greek: A Comparison of Development and Identification Patterns among Heritage and Foreign Language Learners  

ERIC Educational Resources Information Center

Although second language (L2) research has explored connections between sociopsychological variables and L2 socialization processes, relatively few investigations have compared heritage language (HL) learners to traditional foreign language (FL) learners in the North American context. This descriptive study compares the learning and acculturation…

Triantafillidou, Lida; Hedgcock, John S.

2007-01-01

168

Context generalization in Drosophila visual learning requires the mushroom bodies  

NASA Astrophysics Data System (ADS)

The world is permanently changing. Laboratory experiments on learning and memory normally minimize this feature of reality, keeping all conditions except the conditioned and unconditioned stimuli as constant as possible. In the real world, however, animals need to extract from the universe of sensory signals the actual predictors of salient events by separating them from non-predictive stimuli (context). In principle, this can be achieved ifonly those sensory inputs that resemble the reinforcer in theirtemporal structure are taken as predictors. Here we study visual learning in the fly Drosophila melanogaster, using a flight simulator,, and show that memory retrieval is, indeed, partially context-independent. Moreover, we show that the mushroom bodies, which are required for olfactory but not visual or tactile learning, effectively support context generalization. In visual learning in Drosophila, it appears that a facilitating effect of context cues for memory retrieval is the default state, whereas making recall context-independent requires additional processing.

Liu, Li; Wolf, Reinhard; Ernst, Roman; Heisenberg, Martin

1999-08-01

169

SPECIFICATION OF VISUAL INSTRUCTIONAL DESIGN LANGUAGES DEDICATED TO LEARNING MANAGEMENT  

E-print Network

SPECIFICATION OF VISUAL INSTRUCTIONAL DESIGN LANGUAGES DEDICATED TO LEARNING MANAGEMENT SYSTEMS CEDEX 9, France firstname.secondname@univ-lemans.fr Keywords: Visual Instructional Design language a learning situation is still a complex task. Visual Instructional Design Languages (VIDL

Laforcade, Pierre

170

Attention to Affect in Language Learning  

ERIC Educational Resources Information Center

As language teachers, we have to pay attention to many things in our work so why add "attention to affect"? Perhaps the simplest, most direct answer is that whatever we focus most on in our particular context, be it general English, morphosyntax, phonetics, literature, English for academic writing or any other special area, attention to affect…

Arnold, Jane

2011-01-01

171

Neurophysiological mechanisms involved in language learning in adults  

PubMed Central

Little is known about the brain mechanisms involved in word learning during infancy and in second language acquisition and about the way these new words become stable representations that sustain language processing. In several studies we have adopted the human simulation perspective, studying the effects of brain-lesions and combining different neuroimaging techniques such as event-related potentials and functional magnetic resonance imaging in order to examine the language learning (LL) process. In the present article, we review this evidence focusing on how different brain signatures relate to (i) the extraction of words from speech, (ii) the discovery of their embedded grammatical structure, and (iii) how meaning derived from verbal contexts can inform us about the cognitive mechanisms underlying the learning process. We compile these findings and frame them into an integrative neurophysiological model that tries to delineate the major neural networks that might be involved in the initial stages of LL. Finally, we propose that LL simulations can help us to understand natural language processing and how the recovery from language disorders in infants and adults can be accomplished. PMID:19933142

Rodríguez-Fornells, Antoni; Cunillera, Toni; Mestres-Missé, Anna; de Diego-Balaguer, Ruth

2009-01-01

172

VISION AND AUDITION IN LANGUAGE LEARNING.  

ERIC Educational Resources Information Center

THE PRIMARY PURPOSE WAS TO PRESENT DATA FOR THE TRANSFER OF LEARNING FROM ONE SENSORY MODALITY TO ANOTHER, SPECIFICALLY THE RELATIONSHIP BETWEEN VISION AND AUDITION. THE PARAMETER WAS A RANGE OF NATURAL LANGUAGES INCLUDING SPANISH, JAPANESE, RUSSIAN, TURKISH, AND PERSIAN. THE SECONDARY PURPOSE WAS TO SUGGEST SOME THEORETICAL CONSTRUCTS WHICH MAY…

ASHER, JAMES J.

173

Structural Priming and Second Language Learning  

ERIC Educational Resources Information Center

Structural priming (or syntactic priming) is a speaker's tendency to reuse the same structural pattern as one that was previously encountered (Bock, 1986). This study investigated (a) whether the implicit learning processes involved in long-lag structural priming lead to differential second language (L2) improvement in producing two structural…

Shin, Jeong-Ah; Christianson, Kiel

2012-01-01

174

Computer-Assisted Language Learning Authoring Issues  

ERIC Educational Resources Information Center

Computer-assisted language learning (CALL) authoring refers to a wide variety of creative development activities using software tools that run the gamut from simple templates (easy-to-use predefined forms into which content is typed) to complex authoring environments (flexible but harder-to-use systems, requiring advanced skills and a great deal…

Otto, Sue E. K.; Pusack, James P.

2009-01-01

175

Foreign language learning in immersive virtual environments  

NASA Astrophysics Data System (ADS)

Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.

Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton

2012-03-01

176

Language Learning--An Intellectual Challenge?  

ERIC Educational Resources Information Center

Looks at the debate over whether foreign language study is intellectually challenging. Examines four points in the debate: the contrast between content and skill; the nature of the learning and teaching material; the nature of classroom interaction; and the idea of osmosis. (SED)

Ager, Dennis E.

1985-01-01

177

Agency, Language Learning, and Multilingual Spaces  

ERIC Educational Resources Information Center

This article explores the notion of agency in language learning and use as discursively, historically, and socially mediated. It further explores how agency can be understood as variously enabled and constrained as individuals move from one cultural, linguistic, and/or geographical space to another. These explorations focus on how agency is…

Miller, Elizabeth R.

2012-01-01

178

Autistic Spectrum Disorders and learning foreign languages  

Microsoft Academic Search

The number of young people with a diagnosis of an Autistic Spectrum Disorders (ASD) coming into mainstream foreign languages classes is increasing, and this is causing some concern to teachers. Based on her extensive professional experience, Vivienne Wire here considers the implications for teaching and learning of the 'triad of impairments' found in pupils with autism and discusses strategies for

VIVIENNE WIRE

2005-01-01

179

Language Learning Strategies and Test Anxiety  

ERIC Educational Resources Information Center

The role of learner's strategies and skills in learning a foreign language has been investigated in the last three decades. However, the part it plays in ESP achievement tests is not seriously treated. Moreover, as students take the final exam, their chief complaint concerns the idea of test anxiety as a debilitating factor. Therefore, the present…

Shomoossi, Nematullah; Kooshan, Mohsen; Ketabi, Saeed

2008-01-01

180

Games in Language Learning: Opportunities and Challenges  

ERIC Educational Resources Information Center

There has been a substantial increase in recent years in the interest in using digital games for language learning. This coincides with the explosive growth in multiplayer online gaming and with the proliferation of mobile games for smart phones. It also reflects the growing recognition among educators of the importance of extramural, informal…

Godwin-Jones, Robert

2014-01-01

181

Pitch enhancement facilitates word learning across visual contexts  

PubMed Central

This study investigates word-learning using a new experimental paradigm that integrates three processes: (a) extracting a word out of a continuous sound sequence, (b) inferring its referential meanings in context, (c) mapping the segmented word onto its broader intended referent, such as other objects of the same semantic category, and to novel utterances. Previous work has examined the role of statistical learning and/or of prosody in each of these processes separately. Here, we combine these strands of investigation into a single experimental approach, in which participants viewed a photograph belonging to one of three semantic categories while hearing a complex, five-word utterance containing a target word. Six between-subjects conditions were tested with 20 adult participants each. In condition 1, the only cue to word-meaning mapping was the co-occurrence of word and referents. This statistical cue was present in all conditions. In condition 2, the target word was sounded at a higher pitch. In condition 3, random words were sounded at a higher pitch, creating an inconsistent cue. In condition 4, the duration of the target word was lengthened. In conditions 5 and 6, an extraneous acoustic cue and a visual cue were associated with the target word, respectively. Performance in this word-learning task was significantly higher than that observed with simple co-occurrence only when pitch prominence consistently marked the target word. We discuss implications for the pragmatic value of pitch marking as well as the relevance of our findings to language acquisition and language evolution. PMID:25566144

Filippi, Piera; Gingras, Bruno; Fitch, W. Tecumseh

2014-01-01

182

An Intelligent Computer Assisted Language Learning System for Arabic Learners  

Microsoft Academic Search

This paper describes the development of an intelligent computer-assisted language learning (ICALL) system for learning Arabic. This system could be used for learning Arabic by students at primary schools or by learners of Arabic as a second or foreign language. It explores the use of Natural Language Processing (NLP) techniques for learning Arabic. The learners are encouraged to produce sentences

Khaled F Shaalan

2005-01-01

183

An Intelligent Computer Assisted Language Learning System for Arabic Learners  

ERIC Educational Resources Information Center

This paper describes the development of an intelligent computer-assisted language learning (ICALL) system for learning Arabic. This system could be used for learning Arabic by students at primary schools or by learners of Arabic as a second or foreign language. It explores the use of Natural Language Processing (NLP) techniques for learning

Shaalan, Khaled F.

2005-01-01

184

A Heuristic Algorithm for Planning Personalized Learning Paths for Context-Aware Ubiquitous Learning  

ERIC Educational Resources Information Center

In a context-aware ubiquitous learning environment, learning systems can detect students' learning behaviors in the real-world with the help of context-aware (sensor) technology; that is, students can be guided to observe or operate real-world objects with personalized support from the digital world. In this study, an optimization problem that…

Hwang, Gwo-Jen; Kuo, Fan-Ray; Yin, Peng-Yeng; Chuang, Kuo-Hsien

2010-01-01

185

The Role of Consciousness in Second Language Learning.  

ERIC Educational Resources Information Center

Summarizes recent psychological research and theory on the topic of consciousness, and looks at three questions in second-language learning related to the role of consciousness in input processing. The discussion involves the requirement in learning a second language of subliminal learning, implicit learning, and incidental learning. (142…

Schmidt, Richard W.

1990-01-01

186

Creating an Authentic Learning Environment in the Foreign Language Classroom  

ERIC Educational Resources Information Center

Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…

Nikitina, Larisa

2011-01-01

187

Evaluating a Second Language Learning Course Management System  

Microsoft Academic Search

This paper describes the design and evaluation of BRIX, an environment for developing online courses for second language learning. Commercial course management systems fail to meet the specific requirements of second language learning. For this reason, educators at the National Foreign Language Resource Center (NFLRC) of the University of Hawaii have hand-crafted several online language learning systems. However, hand-crafting is

Manisa Sawatpanit; Daniel Suthers; Stephen Fleming

2003-01-01

188

BRIX: Meeting the Requirements for Online Second Language Learning  

Microsoft Academic Search

This paper describes the design and evaluation of BRIX, an environment for online learning of second languages. A needs analysis identified specific requirements of online language learning. Commercial course management systems were determined to be inadequate with respect to these requirements. BRIX was developed to address the need for a generic language learning environment that fulfills language educators' requirements focusing

Manisa Sawatpanit; Daniel Suthers; Stephen Fleming

2004-01-01

189

PROGRAMMED LEARNING IN CENTRAL AFRICAN CONTEXTS.  

ERIC Educational Resources Information Center

SINCE 1964, THE PROGRAMMED LEARNING CENTRE AT THE UNIVERSITY COLLEGE OF RHODESIA HAS BEEN INVESTIGATING THE POTENTIALITIES OF PROGRAMED LEARNING FOR CENTRAL AFRICA THROUGH A SERIES OF CONTROLLED EXPERIMENTS USING LOCALLY-WRITTEN AND PUBLISHED PROGRAMS. ASSESSMENT OF THE DESIRABILITY AND USEFULNESS OF PROGRAMS IN TEACHING, AND ASSESSMENT OF THEIR…

HAWKRIDGE, D.G.

190

Language cannot be reduced to biology: perspectives from neuro-developmental disorders affecting language learning.  

PubMed

The study of language knowledge guided by a purely biological perspective prioritizes the study of syntax. The essential process of syntax is recursion--the ability to generate an infinite array of expressions from a limited set of elements. Researchers working within the biological perspective argue that this ability is possible only because of an innately specified genetic makeup that is specific to human beings. Such a view of language knowledge may be fully justified in discussions on biolinguistics, and in evolutionary biology. However, it is grossly inadequate in understanding language-learning problems, particularly those experienced by children with neurodevelopmental disorders such as developmental dyslexia, Williams syndrome, specific language impairment and autism spectrum disorders. Specifically, syntax-centered definitions of language knowledge completely ignore certain crucial aspects of language learning and use, namely, that language is embedded in a social context; that the role of envrironmental triggering as a learning mechanism is grossly underestimated; that a considerable extent of visuo-spatial information accompanies speech in day-to-day communication; that the developmental process itself lies at the heart of knowledge acquisition; and that there is a tremendous variation in the orthographic systems associated with different languages. All these (socio-cultural) factors can influence the rate and quality of spoken and written language acquisition resulting in much variation in phenotypes associated with disorders known to have a genetic component. Delineation of such phenotypic variability requires inputs from varied disciplines such as neurobiology, neuropsychology, linguistics and communication disorders. In this paper, I discuss published research that questions cognitive modularity and emphasises the role of the environment for understanding linguistic capabilities of children with neuro-developmental disorders. The discussion pertains to two specific disorders, developmental dyslexia and Williams syndrome. PMID:15824448

Vasanta, D

2005-02-01

191

Deep Belief Networks Learn Context Dependent Behavior  

PubMed Central

With the goal of understanding behavioral mechanisms of generalization, we analyzed the ability of neural networks to generalize across context. We modeled a behavioral task where the correct responses to a set of specific sensory stimuli varied systematically across different contexts. The correct response depended on the stimulus (A,B,C,D) and context quadrant (1,2,3,4). The possible 16 stimulus-context combinations were associated with one of two responses (X,Y), one of which was correct for half of the combinations. The correct responses varied symmetrically across contexts. This allowed responses to previously unseen stimuli (probe stimuli) to be generalized from stimuli that had been presented previously. By testing the simulation on two or more stimuli that the network had never seen in a particular context, we could test whether the correct response on the novel stimuli could be generated based on knowledge of the correct responses in other contexts. We tested this generalization capability with a Deep Belief Network (DBN), Multi-Layer Perceptron (MLP) network, and the combination of a DBN with a linear perceptron (LP). Overall, the combination of the DBN and LP had the highest success rate for generalization. PMID:24671178

Raudies, Florian; Zilli, Eric A.; Hasselmo, Michael E.

2014-01-01

192

Deep belief networks learn context dependent behavior.  

PubMed

With the goal of understanding behavioral mechanisms of generalization, we analyzed the ability of neural networks to generalize across context. We modeled a behavioral task where the correct responses to a set of specific sensory stimuli varied systematically across different contexts. The correct response depended on the stimulus (A,B,C,D) and context quadrant (1,2,3,4). The possible 16 stimulus-context combinations were associated with one of two responses (X,Y), one of which was correct for half of the combinations. The correct responses varied symmetrically across contexts. This allowed responses to previously unseen stimuli (probe stimuli) to be generalized from stimuli that had been presented previously. By testing the simulation on two or more stimuli that the network had never seen in a particular context, we could test whether the correct response on the novel stimuli could be generated based on knowledge of the correct responses in other contexts. We tested this generalization capability with a Deep Belief Network (DBN), Multi-Layer Perceptron (MLP) network, and the combination of a DBN with a linear perceptron (LP). Overall, the combination of the DBN and LP had the highest success rate for generalization. PMID:24671178

Raudies, Florian; Zilli, Eric A; Hasselmo, Michael E

2014-01-01

193

A Theoretical Analysis of Context-based Learning Algorithms or Word Sense Disambiguation  

Microsoft Academic Search

1 This paper has been published on the Proceedings of ECAI 2000 Abstract. Word Sense Disambiguation (WSD) is a central task in the area of Natural Language Processing. In the past few years several context-based probabilistic and machine learning methods for WSD have been presented in literature. However, an important area of research that has not been given the attention

Paola Velardi; Alessandro Cucchiarelli

2000-01-01

194

Cultural Context of School Science Teaching and Learning in the People's Republic of China.  

ERIC Educational Resources Information Center

Reviews the educational reform and philosophy of Confucianism, the communist ideology, the psychological characteristics of the Chinese, and the Chinese language as the cultural context of school science teaching and learning in the People's Republic of China. Focuses on the effects of cultural influences. Contains 28 references. (DDR)

Gao, Lingbiao

1998-01-01

195

Visual context and abstract language A well-documented finding in psycholinguistic research is that visual context rapidly affects  

E-print Network

Visual context and abstract language A well-documented finding in psycholinguistic research. It is an attempt to bridge between evidence coming from psycholinguistic and embodied language research on the role

Moeller, Ralf

196

Mobile Learning: Using SMS in Educational Contexts Adelina Moura1  

E-print Network

Mobile Learning: Using SMS in Educational Contexts Adelina Moura1 , Ana Amélia Carvalho2 University. The Short Message Service (SMS) technology is one of the most powerful mobile technologies in current usage. Most students own a mobile phone with free SMS which can be used for learning. In this paper we explain

Paris-Sud XI, Université de

197

Learning Physics in Context: A Study of Student Learning about Electricity and Magnetism  

ERIC Educational Resources Information Center

This paper re-centres the discussion of student learning in physics to focus on context. In order to do so, a theoretically motivated understanding of context is developed. Given a well-defined notion of context, data from a novel university class in electricity and magnetism are analysed to demonstrate the central and inextricable role of context

Finkelstein, Noah

2005-01-01

198

Second Life as a Foreign Language Learning Environment: A Review of Research  

ERIC Educational Resources Information Center

The purpose of this paper is to present a review of research on Second Life (SL) as a learning environment within English as a foreign language (EFL) context, as research on its use within EFL learning is relatively new. The study is categorized into four main sections. Introduction section introduces the rationale of the paper and SL. Next…

Aydin, Selami

2013-01-01

199

Content and Language Integrated Learning through an Online Game in Primary School: A Case Study  

ERIC Educational Resources Information Center

In this paper an educational design proposal is presented which combines two well established teaching approaches, that of Game-based Learning (GBL) and Content and Language Integrated Learning (CLIL). The context of the proposal was the design of an educational geography computer game, utilizing QR Codes and Google Earth for teaching English…

Dourda, Kyriaki; Bratitsis, Tharrenos; Griva, Eleni; Papadopoulou, Penelope

2014-01-01

200

Personalised Context-Aware Ubiquitous Learning System for Supporting Effective English Vocabulary Learning  

ERIC Educational Resources Information Center

Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English…

Chen, Chih-Ming; Li, Yi-Lun

2010-01-01

201

Context-dependent savings in procedural category learning.  

PubMed

Environmental context can have a profound influence on the efficacy of intervention protocols designed to eliminate undesirable behaviors. This is clearly seen in drug rehabilitation clinics where patients often relapse soon after leaving the context of the treatment facility. A similar pattern is commonly observed in controlled laboratory studies of context-dependent savings in instrumental conditioning, where simply placing an animal back into the original conditioning chamber can renew an extinguished instrumental response. Surprisingly, context-dependent savings in human procedural learning has not been carefully examined in the laboratory. Here, we provide the first known empirical demonstration of context-dependent savings in a perceptual categorization task known to recruit procedural learning. We also present a computational account of these savings using a biologically detailed model in which a key role is played by cholinergic interneurons in the striatum. PMID:25463134

Crossley, Matthew J; Ashby, F Gregory; Maddox, W Todd

2014-10-17

202

Context as Support for Learning Computer Organization  

ERIC Educational Resources Information Center

The ubiquity of personal computational devices in the lives of today's students presents a meaningful context for courses in computer organization beyond the general-purpose or imaginary processors routinely used. This article presents results of a comparative study examining student performance in a conventional organization course and in one…

Tew, Allison Elliott; Dorn, Brian; Leahy, William D., Jr.; Guzdial, Mark

2008-01-01

203

Mathematical Learning in a Context of Play  

ERIC Educational Resources Information Center

In this article we analyse a didactical situation centred on the creation and use of a symbolic play environment in a class of pupils aged five and six years-old. The main source of data for this paper comes from an experimentation planned in relation to the following research question: does symbolic play in simulated contexts help pupils to…

Edo, Meque; Planas, Nuria; Badillo, Edelmira

2009-01-01

204

Don Quixote Meets "Ser" and "Estar": Multiple Perspectives on Language Learning in Spanish Literature Classes  

ERIC Educational Resources Information Center

This multiple case study examines language-focused instruction in 3 university Spanish literature classes to examine the students' and instructors' perspectives on language learning in this context. The classes were studied for a semester through observations, instructor interviews and stimulated recalls, and student questionnaires. Among the…

Polio, Charlene; Zyzik, Eve

2009-01-01

205

Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning  

ERIC Educational Resources Information Center

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students' learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of…

Banegas, Dario; Pavese, Anahi; Velazquez, Aurelia; Velez, Sandra Maria

2013-01-01

206

Social Class, Habitus, and Language Learning: The Case of Korean Early Study-Abroad Students  

ERIC Educational Resources Information Center

In this article, I draw on Bourdieu's (1984, 1991) notion of "habitus" in order to explore the relationship between social class, language learning, and language teaching in the context of the global economy. To illustrate my points, I use "Early Study Abroad" (ESA), the transnational educational migration that Korean…

Shin, Hyunjung

2014-01-01

207

Using Conceptual Metaphor and Functional Grammar to Explore How Language Used in Physics Affects Student Learning  

ERIC Educational Resources Information Center

This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students and physicists talking and writing about the subject of quantum mechanics. We found that physicists' language encodes different varieties of analogical models through the use of grammar and conceptual metaphor.…

Brookes, David T.; Etkina, Eugenia

2007-01-01

208

Is CALL Obsolete? Language Acquisition and Language Learning Revisited in a Digital Age  

ERIC Educational Resources Information Center

In this article, Huw Jarvis and Stephen Krashen ask "Is CALL Obsolete?" When the term CALL (Computer-Assisted Language Learning) was introduced in the 1960s, the language education profession knew only about language learning, not language acquisition, and assumed the computer's primary contribution to second language acquisition…

Jarvis, Huw; Krashen, Stephen

2014-01-01

209

Scientific psychology within the Chinese language and cultural context.  

PubMed

The Scientific Psychology that was founded by Wilhelm Wundt appeared in China in the late nineteenth century. The scholars translated the name of psychology into Chinese as Xin-Li-Xue, for which the meaning of the words looks like "heartology," i.e., "the study of the heart." In Chinese, the same core structure related to "heart" (Xin) is found in most of the terms of psychology, such as emotion, thinking, will, forgetting, and memory. By translating Xin as "heart" instead of "mind," we maintain an embodied approach to understanding the "principles of the heart." Through a historical approach to the influence of Western psychology, a cultural analysis of the meaning of the term psychology in Chinese, and a focus on the meeting of Eastern and Western psychology, we can witness the significance of psychology in the Chinese language and cultural context. I will use three parts to present psychology in the Chinese cultural context: the origins of Chinese psychology, from a historical approach; the meaning of "psychology" in Chinese, using a cultural analysis; and the meeting of Eastern and Western psychology, focusing on the development and future. PMID:19569441

Shen, Heyong

2006-01-01

210

Learning and the Development of Contexts for Action  

PubMed Central

Neurophysiological evidence from animal studies suggests that frontal corticolimbic systems support early stages of learning, whereas later stages involve context representation formed in hippocampus and posterior cingulate cortex. In dense-array EEG studies of human learning, we observed brain activity in medial prefrontal cortex (the medial frontal negativity or MFN) was not only observed in early stages, but, surprisingly, continued to increase as learning progressed. In the present study we investigated this finding by examining MFN amplitude as participants learned an arbitrary associative learning task over three sessions. On the fourth session the same task with new stimuli was presented to assess changes in MFN amplitude. The results showed that MFN amplitude continued to increase with practice over the first three sessions, in contrast to P3 amplitudes. Even when participants were presented with new stimuli in session 4, MFN amplitude was larger than that observed in the first session. Furthermore, MFN activity from the third session predicted learning rate in the fourth session. The results point to an interaction between early and late stages in which learning results in corticolimbic consolidation of cognitive context models that facilitate new learning in similar contexts. PMID:22163216

Luu, Phan; Jiang, Zhongqing; Poulsen, Catherine; Mattson, Chelsea; Smith, Anne; Tucker, Don M.

2011-01-01

211

Pre-Service EFL Teachers' Beliefs about Foreign Language Learning  

ERIC Educational Resources Information Center

Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students' beliefs…

Altan, Mustafa Zulkuf

2012-01-01

212

Lifelong Learning in Nepal: Contexts and Prospects  

ERIC Educational Resources Information Center

Learning is a lifelong process. Many countries in the world, basically the European and Organization for Economic Cooperation and Development (OECD) countries, have adopted it as an important vehicle for human development. They have also made it a policy agenda for meeting the human capital need for twenty first century for economic prosperity.…

Regmi, Kapil Dev

2011-01-01

213

Word Learning under Adverse Listening Conditions: Context-Specific Recognition  

ERIC Educational Resources Information Center

Previous studies of word learning have presented the items to listeners under ideal conditions. Here we ask how listeners learn new vocabulary items under adverse listening conditions. Would listeners form acoustically-specific representations that incorporated the noise, base their representations on noise-free language knowledge, or both? To…

Creel, Sarah C.; Aslin, Richard N.; Tanenhaus, Michael K.

2012-01-01

214

Creating Contexts for Studying History with Students Learning English.  

ERIC Educational Resources Information Center

Argues for using oral history studies to develop language skills and teach social science concepts to limited-English-speaking students. Interviewing family and community members provides students with a familiar context, while translating and transcribing sharpens their language skills. Includes an oral history case study. (MJP)

Olmedo, Irma M.

1996-01-01

215

Constructing Identities in a Linguistically Diverse Learning Context  

ERIC Educational Resources Information Center

This article explores the relationship between language, hegemony and identity in a desegregated school in suburban Johannesburg, South Africa. Drawing on post-structuralist theories of language learning and identity that evaluate cultural models of literacy, ideologies and institutional discourses, this article examines how multilingual…

Makoe, Pinky

2014-01-01

216

On the Relationship between Gender and Perceptual Language Learning Styles: The Case of Iranian Academic EFL Learners  

ERIC Educational Resources Information Center

In the past few decades, research on gender and language learning styles (LLSs) across various EFL/ESL contexts has received remarkable attention. From these studies, a multitude of contradictory and heterogeneous findings has been observed which justify additional research in SLA contexts in general and EFL contexts like Iran in particular.…

Aliakbari, Mohammad; Tazik, Khalil

2011-01-01

217

Context Learning and the Effect of Context on Memory Retrieval in Lymnaea  

PubMed Central

Aerial respiratory behavior in Lymnaea was operantly conditioned so that the animals perform aerial respiration significantly less often. Using the standard training procedure (pond water made hypoxic by bubbling N2 through it) both food-deprived and fed animals learned and exhibited long-term memory (LTM). However, food-deprived animals exhibited neither learning nor memory when trained under a condition in which the hypoxic pond water also contained a food odorant (carrot, the food-odorant procedure). Fed animals, however, learned and exhibited LTM with the food-odorant procedure. Thus, the presence of the food odorant per se did not prevent learning or the establishment of LTM. Further experimentation, however, revealed that the ability of the snails to have recall (i.e., memory) for the learned behavior was dependent on the context in which memory was tested. That is, if animals were trained with the food-odorant procedure they could only exhibit recall if tested in the food-odorant context and vice versa with the standard training procedure. Thus, although fed animals could learn and show LTM with either training and testing procedure, LTM could only be seen when they were tested in the context in which they were trained. PMID:11160762

Haney, James; Lukowiak, Ken

2001-01-01

218

Context Transfer in Reinforcement Learning Using Action-Value Functions  

PubMed Central

This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task. PMID:25610457

Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

2014-01-01

219

The Role of Teacher Communication in Online Collaborative Language Learning between a Chinese and an Australian School: A Cautionary Tale  

ERIC Educational Resources Information Center

Recent years have witnessed rapid growth in language learning within online collaborative learning projects constructed between educational institutions in different cultural and pedagogic contexts. This qualitative case study investigated the role of teacher communication in a short online project between language classes in secondary schools in…

Moloney, Robyn

2013-01-01

220

Does Recreational Reading in Native Language Influence Foreign Language Learning Process?  

ERIC Educational Resources Information Center

Limited studies have been conducted on the effects on recreational reading in native language on foreign language learning, whereas no findings exist on the effects of recreational reading in Turkish as a native language (L1) on English as a foreign language (EFL) learning. Thus, this study aims to investigate the effects of recreational reading…

Aydin, Selami

2011-01-01

221

ARTIFICIAL INTELLIGENCE AND NATURAL LANGUAGE PROCESSING IN A CHINESE LANGUAGE LEARNING GAME  

E-print Network

ARTIFICIAL INTELLIGENCE AND NATURAL LANGUAGE PROCESSING IN A CHINESE LANGUAGE LEARNING GAME ................................................................................................................. 26 #12;3 ABSTRACT Mandarin has been classified among the most difficult languages for foreigners to learn as a second language. Not only is the vocabulary considerably different from that of English

Miles, Will

222

Machine Learning in Natural Language Georgios P. Petasis  

E-print Network

Machine Learning in Natural Language Processing Georgios P. Petasis Software and Knowledge@iit.demokritos.gr Abstract. This thesis examines the use of machine learning techniques in various tasks of natural language-entity recog- nition, and b) the creation of a new machine learning algorithm and its assessment on synthetic

Kouroupetroglou, Georgios

223

Computer-Assisted Language Learning: Diversity in Research and Practice  

ERIC Educational Resources Information Center

Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the…

Stockwell, Glenn, Ed.

2012-01-01

224

Is There a "Disability" for Learning a Foreign Language?  

ERIC Educational Resources Information Center

Recently, talk of a new type of learning disability (LD)--a foreign language learning disability, or FLLD--has made its way into the LD and foreign language (FL) literature. However, no empirical evidence has been published to support the concept of a "disability" for FL learning by those professionals who use the term. In this article, the author…

Sparks, Richard L.

2006-01-01

225

Using a Programmable Storytelling Robot to Motivate Learning Second Language  

Microsoft Academic Search

We are developing a storytelling robot which learns by children's teaching. The robot is used on learning of the second language. It can reduce the negative emotion due to the anxiety of speaking foreign language, which thus motivates learning and enhances the speaking and listening abilities. Presently, our system is still at the initial stage of research. Therefore, we only

Ying-tsuan Lu; Chih-Wei Changgogo; Gwo-dong Chen

2007-01-01

226

Educators' Experiences of Inclusive Learning Contexts: An Exploration of Competencies  

ERIC Educational Resources Information Center

The successful implementation of inclusive education relies heavily on educators. Inclusive education is based on values such as human dignity, equality, human rights and freedom. The complexity of the interactive relationships between different systems, such as learners, educators, families, schools and the learning context, was recognised in…

Magare, Ishmael; Kitching, Ansie Elizabeth; Roos, Vera

2010-01-01

227

Epistemic Metacognition in Context: Evaluating and Learning Online Information  

ERIC Educational Resources Information Center

This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific beliefs about science. In addition, we investigated whether Internet-based learning was…

Mason, Lucia; Boldrin, Angela; Ariasi, Nicola

2010-01-01

228

Mentoring in Adult Learning Contexts: Partners in Dialogue.  

ERIC Educational Resources Information Center

This document critiques various discourses about mentoring within the context of adult learning environments in general and adult literacy programs in particular. Mentoring is defined as an enabling or developmental relationship that occurs in partnerships wherein experienced individuals kindle knowledge and offer support to protgs in joint…

McDonald, Marya; Castleton, Geraldine

229

Cognitive Context and Arguments from Ontologies for Learning  

E-print Network

or conflicting knowledge. We define the notion of cognitive learning context which describes the cognitive incomplete and conflicting ontologies respectively. Con- flicts between ontologies can be identified through the derivation of conflicting ar- guments about a particular point of view. Arguments can be used to detect

Bennett, Brandon

230

Promoting Lifelong Learning in Multilingual Context: A Case from Nepal  

ERIC Educational Resources Information Center

Nepal is a multilingual country with low adult literacy rate (about 57% in 2008). Through different policy documents and motivation from some of the transnational organizations such as UNESCO, Nepal is on the process of adopting lifelong learning perspective as a major educational policy. In this context the article raises two issues: how to…

Regmi, Kapil Dev

2011-01-01

231

How Visual and Semantic Information Influence Learning in Familiar Contexts  

ERIC Educational Resources Information Center

Previous research using the contextual cuing paradigm has revealed both quantitative and qualitative differences in learning depending on whether repeated contexts are defined by letter arrays or real-world scenes. To clarify the relative contributions of visual features and semantic information likely to account for such differences, the typical…

Goujon, Annabelle; Brockmole, James R.; Ehinger, Krista A.

2012-01-01

232

The Effect of Context on Training: Is Learning Situated?  

Microsoft Academic Search

This paper addresses issues associated with transfer of training; in particular, the importance of mimicking the contexts of application during training: When will a skill transfer from one situation of application to another, and what aspects of training affect a learner's ability to transfer the learning to new situations? Although there exist many examples of failure to show good transfer

Lynne Reder; Roberta L. Klatzky

1994-01-01

233

Learning in Authentic Contexts: Projects Integrating Spatial Technologies and Fieldwork  

ERIC Educational Resources Information Center

In recent years, professional practice has been an issue of concern in higher education. The purpose of this study is to design students' projects to facilitate collaborative learning in authentic contexts. Ten students majoring in Management Information Systems conducted fieldwork with spatial technologies to collect data and provided information…

Huang, Kuo-Hung

2011-01-01

234

Language Learning and Control in Monolinguals and Bilinguals  

ERIC Educational Resources Information Center

Parallel language activation in bilinguals leads to competition between languages. Experience managing this interference may aid novel language learning by improving the ability to suppress competition from known languages. To investigate the effect of bilingualism on the ability to control native-language interference, monolinguals and bilinguals…

Bartolotti, James; Marian, Viorica

2012-01-01

235

Foreign Language Learning and Inclusion: Who? Why? What? -- and How?  

ERIC Educational Resources Information Center

The presumption of mainstream schooling and the removal of core status for foreign language learning at Key Stage 4 are presenting new challenges to our ideal of foreign language learning for all. In the current climate, the case for including children with special educational needs in foreign language classes has to be made with greater clarity…

McColl, Hilary

2005-01-01

236

From Pedagogically Relevant Corpora to Authentic Language Learning Contents  

ERIC Educational Resources Information Center

The potential of corpora for language learning and teaching has been widely acknowledged and their ready availability on the Web has facilitated access for a broad range of users, including language teachers and learners. However, the integration of corpora into general language learning and teaching practice has so far been disappointing. In this…

Braun, Sabine

2005-01-01

237

The Journal of the Imagination in Language Learning, 1997.  

ERIC Educational Resources Information Center

Articles on second language teaching and learning include: "Creativity with a Small 'c'" (Alan Maley); "National Standards & the Role of the Imagination in Foreign Language Learning" (Rebecca M. Valette); "Who Am I in English? Developing a Language Ego" (Jean Zukowski/Faust); "Steps to Dance in the Adult EFL Classroom" (David M. Bell); "Connecting…

Coreil, Clyde, Ed.; Napoliello, Mihri, Ed.

1997-01-01

238

Implicit Statistical Learning and Language Skills in Bilingual Children  

ERIC Educational Resources Information Center

Purpose: Implicit statistical learning in 2 nonlinguistic domains (visual and auditory) was used to investigate (a) whether linguistic experience influences the underlying learning mechanism and (b) whether there are modality constraints in predicting implicit statistical learning with age and language skills. Method: Implicit statistical learning

Yim, Dongsun; Rudoy, John

2013-01-01

239

Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites  

ERIC Educational Resources Information Center

This paper presents the results of an online survey and a usability test performed on three foreign language learning websites that use Web 2.0 technology. The online survey was conducted to gain an understanding of how current users of language learning websites use them for learning and social purposes. The usability test was conducted to gain…

Stevenson, Megan P.; Liu, Min

2010-01-01

240

Technology-enhanced language learning: A case study  

Microsoft Academic Search

This study explores participant views regarding the integration of Internet tools in language learning activities. The descriptive study has illustrated the perceptions of a class of senior high school students regarding language learning in a technology environment. The subjects were 44 10th-grade male students and their teacher who together joined a technology-enhanced language learning (TELL) project in Taiwan known as

Shu Ching Yang; Yi-Ju Chen

2007-01-01

241

Papers in Language Learning and Language Acquisition. AFinLA Yearbook 1980. No. 28.  

ERIC Educational Resources Information Center

Papers include: (1) "Language Acquisitional Universals: L1, L2, Pidgins, and FLT" (Henning Wode); (2) "Language Acquisition, Language Learning and the School Curriculum" (Norman F. Davies); (3) "Language Teaching and Acquisition of Communication" (Kari Sajavaara, Jaakko Lehtonen); (4) "On the Distinction between Second-Language Acquisition and…

Sajavaara, Kari, Ed.; And Others

242

Phonetic learning as a pathway to language: new data and native language magnet theory  

E-print Network

Phonetic learning as a pathway to language: new data and native language magnet theory expanded' native and non-native phonetic perception skills predict later language ability, but in opposite better non-native language skill predicts slower advancement. We suggest that native language phonetic

243

The Use of the First Language in Second Language Learning Reconsidered  

ERIC Educational Resources Information Center

This paper aims to study new techniques in second language learning involving the active use of the mother tongue in classroom situations. Several teaching methods will be discussed such as The Alternating Approach, The New Concurrent Method, and Community Language Learning method. These methods of employing the first language recognise the link…

Halasa, Najwa Hanna; Al-Manaseer, Majeda

2012-01-01

244

Construct Validity of "Motivation Orientation & Language Learning Strategies Scales": for Spanish as a Foreign Language.  

ERIC Educational Resources Information Center

This study examined the construct validity of the Motivation Orientation and Language Learning Strategy Scales: For Spanish as a Foreign Language (MOLLS). The MOLLS is a Likert-type scale, that has 20 items in 5 broad categories in the motivation orientation scale (MOS) and 18 items in 3 broad categories in the language learning strategies scale…

Benjamin, Jane

245

"Deja Vu"? A Decade of Research on Language Laboratories, Television and Video in Language Learning  

ERIC Educational Resources Information Center

The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language

Vanderplank, Robert

2010-01-01

246

Deepening Understanding of the Teaching and Learning Context Through Ethnographic Analysis  

Microsoft Academic Search

Teacher work samples are one tool for helping teacher candidates learn to systematically connect their actions to the learning of each student. To connect teaching and learning effectively, candidates must understand well the teaching and learning context. To deepen candidates' abilities to analyze the teaching and learning context and plan for working most effectively within it, candidates engaged in ethnographic

Mark Girod

2008-01-01

247

Storytelling, behavior planning, and language evolution in context  

PubMed Central

An attempt is made to specify the structure of the hominin bands that began steps to language. Storytelling could evolve without need for language yet be strongly subject to natural selection and could provide a major feedback process in evolving language. A storytelling model is examined, including its effects on the evolution of consciousness and the possible timing of language evolution. Behavior planning is presented as a model of language evolution from storytelling. The behavior programming mechanism in both directions provide a model of creating and understanding behavior and language. Culture began with societies, then family evolution, family life in troops, but storytelling created a culture of experiences, a final step in the long process of achieving experienced adults by natural selection. Most language evolution occurred in conversations where evolving non-verbal feedback ensured mutual agreements on understanding. Natural language evolved in conversations with feedback providing understanding of changes. PMID:25360123

McBride, Glen

2014-01-01

248

Community Language Promotion in Remote Contexts: Case Study on Cameroon  

ERIC Educational Resources Information Center

In situations of extreme linguistic diversity, language promotion can be a very challenging undertaking. Decades of educational colonisation and foreign language dominance have produced inferiority complexes so that local or indigenous languages (Cameroonian mother tongues), because of their unofficial status, are perceived as liabilities rather…

Chiatoh, Blasius Agha-ah

2014-01-01

249

Multilingualism in the Workplace: Language Practices in Multilingual Contexts  

ERIC Educational Resources Information Center

The modern workplace is international and multilingual. Both white and blue collar employees are expected to be mobile, work increasingly in (virtual) teams (Gee et al. 1996) and to address complex organisational issues in a language that, often, is not their first language (L1). This results in a number of languages forming the ecosystem of…

Angouri, Jo

2014-01-01

250

Language and Learning in the Digital Age  

E-print Network

the types of learning that occur though video game play, and2003). What video games have to teach us about learning andand learning, Gee and Hayes illustrate their arguments with examples from video games,

Rama, Paul S.

2012-01-01

251

The Influence of Integrating Technology in Language Learning Courses  

E-print Network

Second language learning (L2) in many parts of the world often involves students in rote memorization and repetitive tasks that are not motivational. This study investigated how technology can be integrated into teaching to support active language...

Chen, Yulin

2011-04-26

252

Use of Language Learning Strategies by Spanish Adults for Business English  

ERIC Educational Resources Information Center

The aim of this phenomenological study was to explore the language learning strategies (LLSs) of Spanish adults in a business context. The research questions examined the specific LLSs used by Spanish adults in business communication tasks. In addition, this study addressed the cultural influences on LLSs from the Spanish educational system along…

Judge, Jeffrey Wallace

2012-01-01

253

Research in Applied Linguistics and Language Teaching and Learning in New Zealand (2006-2010)  

ERIC Educational Resources Information Center

This survey gives an overview of research into language teaching and learning in New Zealand over a five-year period, including the context of that research. The majority of New Zealanders are monolingual English speakers, yet the country faces complex linguistic challenges arising from its bicultural foundations and the multicultural society it…

Ker, Alastair; Adams, Rebecca; Skyrme, Gillian

2013-01-01

254

Artificial Intelligence and Second Language Learning: An Efficient Approach to Error Remediation  

ERIC Educational Resources Information Center

While theoretical approaches to error correction vary in the second language acquisition (SLA) literature, most sources agree that such correction is useful and leads to learning. While some point out the relevance of the communicative context in which the correction takes place, others stress the value of consciousness-raising. Trying to…

Dodigovic, Marina

2007-01-01

255

Foreign Language Teaching within Special Needs Education: Learning from Europe-Wide Experience  

ERIC Educational Resources Information Center

In this article, Anne Stevens and David Marsh focus on the main aspects of the argument and discussion raised in the recently published European Commission (2005) report on the teaching and learning of languages in the context of special educational needs. They explore the avenues of possible action that should follow if the issues raised in the…

Stevens, Anne; Marsh, David

2005-01-01

256

Artificial Intelligence and Second Language Learning: An Efficient Approach to Error Remediation  

Microsoft Academic Search

While theoretical approaches to error correction vary in the second language acquisition (SLA) literature, most sources agree that such correction is useful and leads to learning. While some point out the relevance of the communicative context in which the correction takes place, others stress the value of consciousness-raising. Trying to reconcile the two approaches, this paper describes an application of

Marina Dodigovic

2007-01-01

257

The Language-Learning Self, Self-Enhancement Activities, and Self Perceptual Change  

ERIC Educational Resources Information Center

This article presents an overview of action research conducted in an EFL university context, regarding primarily the relationship between individual possible self-images, socially constructed possible self-images, and language-learning motivation. The study used three cycles of action research over the course of one 15-week university semester,…

Sampson, Richard

2012-01-01

258

Beliefs about Language Learning of Chinese ESL Learners Undertaking Vocational Education in Hong Kong  

ERIC Educational Resources Information Center

Background: Most previous research on beliefs on language learning (BALLs) has been focusing on tertiary level learners. Information of learners of other backgrounds is extremely lacking. Aim: To identify the BALL patterns of Chinese ESL learners undertaking vocational education in the Hong Kong context and to explore the possible influences on…

Manfred, Wu Man-fat

2008-01-01

259

Learning in a game context: strategy choice by some keeps learning from evolving in others.  

PubMed

Behavioural decisions in a social context commonly have frequency-dependent outcomes and so require analysis using evolutionary game theory. Learning provides a mechanism for tracking changing conditions and it has frequently been predicted to supplant fixed behaviour in shifting environments; yet few studies have examined the evolution of learning specifically in a game-theoretic context. We present a model that examines the evolution of learning in a frequency-dependent context created by a producer-scrounger game, where producers search for their own resources and scroungers usurp the discoveries of producers. We ask whether a learning mutant that can optimize its use of producer and scrounger to local conditions can invade a population of non-learning individuals that play producer and scrounger with fixed probabilities. We find that learning provides an initial advantage but never evolves to fixation. Once a stable equilibrium is attained, the population is always made up of a majority of fixed players and a minority of learning individuals. This result is robust to variation in the initial proportion of fixed individuals, the rate of within- and between-generation environmental change, and population size. Such learning polymorphisms will manifest themselves in a wide range of contexts, providing an important element leading to behavioural syndromes. PMID:20573623

Dubois, Frédérique; Morand-Ferron, Julie; Giraldeau, Luc-Alain

2010-12-01

260

Developing a Language Learning Rationale for African Language Tutorials.  

ERIC Educational Resources Information Center

Presents a rationale for the supervised tutorial component of the African language program at Michigan State University. The supervised tutorial is one of two modes through which African languages are offered at Michigan State University. The other, which is teacher led, is offered for high enrollment languages such as Arabic, Swahili, and Hausa.…

Dwyer, David

1999-01-01

261

Real-Life Contexts for Learning Physics: Meanings, Issues and Practice.  

ERIC Educational Resources Information Center

Examines the issue of learning physics content through real-life contexts. Considers two projects--one from the United Kingdom, the other from Australia--that use a context-based learning approach. (Author/CCM)

Whitelegg, Elizabeth; Parry, Malcolm

1999-01-01

262

Applying a Multimedia Storytelling Website in Foreign Language Learning  

ERIC Educational Resources Information Center

Storytelling is a practical and powerful teaching tool, especially for language learning. Teachers in language classrooms, however, may hesitate to incorporate storytelling into language instruction because of an already overloaded curriculum. English foreign language (EFL) teachers in Taiwan report additional problems such as having little prior…

Tsou, Wenli; Wang, Weichung; Tzeng, Yenjun

2006-01-01

263

Applying a multimedia storytelling website in foreign language learning  

Microsoft Academic Search

Storytelling is a practical and powerful teaching tool, especially for language learning. Teachers in lan- guage classrooms, however, may hesitate to incorporate storytelling into language instruction because of an already overloaded curriculum. English foreign language (EFL) teachers in Taiwan report additional prob- lems such as having little prior experience with integrating storytelling into language teaching, locating appropriate stories, and lacking

Wenli Tsou; Weichung Wang; Yenjun Tzeng

2006-01-01

264

Self-organization, Learning and Language  

Microsoft Academic Search

Several issues related to learning process are discussed from the viewpoint of self-organization in this paper. Though Hebbian rule and BCM rule are widely used in learning process, there may be a more general mechanism behind the rules and J structure with specific attractors may be such kind of mechanism. Chinese character learning is good example of learning process. A

Fukang Fang

2005-01-01

265

Whole Language and the Learning Disabled.  

ERIC Educational Resources Information Center

There is much more to a learning disabled (LD) child's successful learning than part-to-whole or whole-to-part instruction. Among the many factors to be considered are his/her learning style, interests, abilities, aptitudes, health, and parental support. Instructional programs for learning disabled children should be based on the students'…

Partridge, Susan

266

Three Fundamental Concepts in Second Language Acquisition and Their Relevance in Multilingual Contexts  

ERIC Educational Resources Information Center

This article considers how 3 fundamental concepts of second language acquisition (SLA), the native speaker, interlanguage, and the language learner have fared since Firth and Wagner (1997). We review the ascendancy of these concepts and their relationship to the traditional dichotomies of language learning versus language use and individual mind…

Kramsch, Claire; Whiteside, Anne

2007-01-01

267

Prospective ELT Teachers' Attitudes toward the English Language in an EFL Context  

ERIC Educational Resources Information Center

Attitudes toward a foreign language and the motivation to learn a language have been of interest to many educators and researchers. However, the majority of research has been conducted with language learners. There is a lack of literature concerning the attitudes of teachers and teacher trainees toward the language they are or will be teaching.…

Gursoy, Esim

2013-01-01

268

Redefining the Role of English as a Foreign Language in the Curriculum in the Global Context  

Microsoft Academic Search

The English language has become a global language, a development which has influenced English language teaching and learning throughout the world. This influence has occurred more impressively in China than in other parts of the world as a result of the breathtaking pace at which China has integrated with global economies. Increasing industrial, economic and multicultural development has spurred language

Zhang Xiaohong; Margaret Zeegers

2010-01-01

269

Second Language Research Forum Colloquia 2009: Colloquium--Language Learning Abroad: Insights from the Missionary Experience  

ERIC Educational Resources Information Center

Recent years have brought increasing attention to studies of language acquisition in a country where the language is spoken, as opposed to formal language study in classrooms. Research on language learners in immersion contexts is important, as the question of whether study abroad is valuable is still somewhat controversial among researchers…

Hansen, Lynne

2011-01-01

270

Context-Dependent Phone models and Models Adaptation for Phonotactic Language Recognition  

E-print Network

Context-Dependent Phone models and Models Adaptation for Phonotactic Language Recognition Mohamed on the quality and the consistency of phone decoders. To improve the performance of the decoders, this paper in- vestigates the use of context-dependent instead of context- independent phone models, and the use of CMLLR

271

Aligning context-based statistical models of language with brain activity during reading  

E-print Network

Aligning context-based statistical models of language with brain activity during reading Leila for incoming words given the context. On the other hand, brain imaging studies have sug- gested that during reading, the brain (a) continu- ously builds a context from the successive words and every time

Knight, Kevin

272

SIMPLE is a good idea (and better with context learning).  

PubMed

Selective and iterative method for performance level estimation (SIMPLE) is a multi-atlas segmentation technique that integrates atlas selection and label fusion that has proven effective for radiotherapy planning. Herein, we revisit atlas selection and fusion techniques in the context of segmenting the spleen in metastatic liver cancer patients with possible splenomegaly using clinically acquired computed tomography (CT). We re-derive the SIMPLE algorithm in the context of the statistical literature, and show that the atlas selection criteria rest on newly presented principled likelihood models. We show that SIMPLE performance can be improved by accounting for exogenous information through Bayesian priors (so called context learning). These innovations are integrated with the joint label fusion approach to reduce the impact of correlated errors among selected atlases. In a study of 65 subjects, the spleen was segmented with median Dice similarity coefficient of 0.93 and a mean surface distance error of 2.2 mm. PMID:25333139

Xu, Zhoubing; Asman, Andrew J; Shanahan, Peter L; Abramson, Richard G; Landman, Bennett A

2014-01-01

273

Olfactory modulation by dopamine in the context of aversive learning  

PubMed Central

The need to detect and process sensory cues varies in different behavioral contexts. Plasticity in sensory coding can be achieved by the context-specific release of neuromodulators in restricted brain areas. The context of aversion triggers the release of dopamine in the insect brain, yet the effects of dopamine on sensory coding are unknown. In this study, we characterize the morphology of dopaminergic neurons that innervate each of the antennal lobes (ALs; the first synaptic neuropils of the olfactory system) of the moth Manduca sexta and demonstrate with electrophysiology that dopamine enhances odor-evoked responses of the majority of AL neurons while reducing the responses of a small minority. Because dopamine release in higher brain areas mediates aversive learning we developed a naturalistic, ecologically inspired aversive learning paradigm in which an innately appetitive host plant floral odor is paired with a mimic of the aversive nectar of herbivorized host plants. This pairing resulted in a decrease in feeding behavior that was blocked when dopamine receptor antagonists were injected directly into the ALs. These results suggest that a transient dopaminergic enhancement of sensory output from the AL contributes to the formation of aversive memories. We propose a model of olfactory modulation in which specific contexts trigger the release of different neuromodulators in the AL to increase olfactory output to downstream areas of processing. PMID:22552185

Riffell, Jeffrey A.; Martin, Joshua P.; Gage, Stephanie L.; Nighorn, Alan J.

2012-01-01

274

The Language of Instruction Dilemma in the Turkish Context  

ERIC Educational Resources Information Center

This collective case study aims to investigate the effectiveness of the use of English in terms of the acquisition of both language skills and the academic content in three different approaches to language instruction, and to compare them in this regard. The approaches under question are: (1) English medium instruction (EMI), in which academic…

Sert, Nehir

2008-01-01

275

Plasticity in the adult language system: A longitudinal electrophysiological study on second language learning  

Microsoft Academic Search

Event-related potentials (ERPs) were used to trace changes in brain activity related to progress in second language learning. Twelve English-speaking exchange students learning German in Switzerland were recruited. ERPs to visually presented single words from the subjects' native language (English), second language (German) and an unknown language (Romansh) were measured before (day 1) and after (day 2) 5 months of intense

M. Stein; T. Dierks; D. Brandeis; M. Wirth; W. Strik; T. Koenig

2006-01-01

276

Visual Design of coherent Technology-Enhanced Learning Systems: a few lessons learned from CPM language  

E-print Network

manuscript, published in "Handbook of Visual Languages for Instructional Design: Theories and Practices, Luca Systems: a few lessons learned from CPM language Abstract. Visual instructional design languages currently (Computer Problem-based Metamodel), a visual language for the instructional design of Problem-Based Learning

Paris-Sud XI, Université de

277

Faculty Development in Context: Changing Learning Cultures in Higher Education  

NASA Astrophysics Data System (ADS)

At present, research on the effectiveness of initial training programs for novice faculty is limited, and results fail to offer apparent evidences on the impact of such programs in changing teachers' practices and, at a larger scale, teaching and learning cultures at universities. In addition to faculty development initiatives, the wider organizational context should be considered in order to foster transfer of acquired teaching competences into teaching practice. In this article, we suggest a conceptual framework that includes a description of prevailing teaching cultures in European higher education; a discussion on what we mean by faculty development and its relationship to teaching cultures; a definition of learning cultures; and a framework of the environmental factors affecting learning transfer. Among the outcomes, we expect to adapt Holtons' model to the higher education context and design a set of instruments to identify primarily environmental factors influencing the impact of faculty development. Results might show the necessity to pay greater attention to the conditions under which novice teachers teach, the importance of peer and coordinator support, and all aspects that contribute in the end to changed teaching and learning cultures in higher education.

Feixas, Mònica; Zellweger, Franziska

278

Tone of voice guides word learning in informative referential contexts.  

PubMed

Listeners infer which object in a visual scene a speaker refers to from the systematic variation of the speaker's tone of voice (ToV). We examined whether ToV also guides word learning. During exposure, participants heard novel adjectives (e.g., "daxen") spoken with a ToV representing hot, cold, strong, weak, big, or small while viewing picture pairs representing the meaning of the adjective and its antonym (e.g., elephant-ant for big-small). Eye fixations were recorded to monitor referent detection and learning. During test, participants heard the adjectives spoken with a neutral ToV, while selecting referents from familiar and unfamiliar picture pairs. Participants were able to learn the adjectives' meanings, and, even in the absence of informative ToV, generalize them to new referents. A second experiment addressed whether ToV provides sufficient information to infer the adjectival meaning or needs to operate within a referential context providing information about the relevant semantic dimension. Participants who saw printed versions of the novel words during exposure performed at chance during test. ToV, in conjunction with the referential context, thus serves as a cue to word meaning. ToV establishes relations between labels and referents for listeners to exploit in word learning. PMID:23134484

Reinisch, Eva; Jesse, Alexandra; Nygaard, Lynne C

2013-06-01

279

Supporting Orthographic Learning at the Beginning Stage of Learning to Read Chinese as a Second Language  

ERIC Educational Resources Information Center

Learning to read a second language (L2) is especially challenging when a target L2 requires learning new graphic forms. Learning Chinese, which consists of thousands of characters composed of hundreds of basic writing units, presents such a challenge of orthographic learning for adult English speakers at the beginning stages of learning. In this…

Chang, Li-Yun; Xu, Yi; Perfetti, Charles A.; Zhang, Juan; Chen, Hsueh-Chih

2014-01-01

280

A Context-Aware Ubiquitous Learning Environment for Conducting Complex Science Experiments  

ERIC Educational Resources Information Center

Context-aware ubiquitous learning (u-learning) is an innovative approach that integrates wireless, mobile, and context-awareness technologies to detect the situation of learners in the real world and provide adaptive support or guidance accordingly. In this paper, a context-aware u-learning environment is developed for guiding inexperienced…

Hwang, Gwo-Jen; Yang, Tzu-Chi; Tsai, Chin-Chung; Yang, Stephen J. H.

2009-01-01

281

Computer-Assisted Language Learning: From Vision to Reality?  

ERIC Educational Resources Information Center

Learning a second language is a challenging endeavor, and, for decades now, proponents of computer-assisted language learning (CALL) have declared that help is on the horizon. As documented not only in the "CALICO Journal" over its 25-year history but also in other scholarly venues, research has demonstrated the value of CALL. Nevertheless,…

Bush, Michael D.

2008-01-01

282

On the Effectiveness of Robot-Assisted Language Learning  

ERIC Educational Resources Information Center

This study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL) which is in its early stages. To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive…

Lee, Sungjin; Noh, Hyungjong; Lee, Jonghoon; Lee, Kyusong; Lee, Gary Geunbae; Sagong, Seongdae; Kim, Munsang

2011-01-01

283

Language-Switching Costs in Bilingual Mathematics Learning  

ERIC Educational Resources Information Center

Behavioral studies on bilingual learning have revealed cognitive costs (lower accuracy and/or higher processing time) when the language of application differs from the language of learning. The aim of this functional magnetic resonance imaging (fMRI) study was to provide insights into the cognitive underpinnings of these costs (so-called…

Grabner, Roland H.; Saalbach, Henrik; Eckstein, Doris

2012-01-01

284

Harmonious Learning: Yoga in the English Language Classroom  

ERIC Educational Resources Information Center

This article looks at one way for teachers to make classrooms emotionally, mentally, and physically healthy places to learn--places where tensions and stresses are lessened and where teachers and students are concentrating, yet relaxed. "Harmonious language learning classroom" is the term the author coined to describe this kind of language

Morgan, Lisa

2011-01-01

285

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances  

ERIC Educational Resources Information Center

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic…

Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.

2013-01-01

286

Online Synchronous Language Learning: SLMS over the Internet  

ERIC Educational Resources Information Center

Noting that distance learning environments often pose serious obstacles to second language instruction, Yuping Wang and Nian-Shing Chen propose that synchronous learning management systems (SLMS) can address the urgent need for real-time communication to support the student acquisition of language skills. To illustrate the pedagogical value of…

Wang, Yuping; Chen, Nian-Shing

2007-01-01

287

Power within Blended Language Learning Programs in Japan  

ERIC Educational Resources Information Center

As blended language learning environments evolve within tertiary foreign language institutions, issues of power with regards to the privileging of electronic technologies come to the fore. Blended learning, or the principled mix of online and classroom-based activities, challenges the practices of traditional CALL and face-to-face teaching within…

Hinkelman, Don; Gruba, Paul

2012-01-01

288

Primary or "Specific" Language Impairment and Children Learning a Second Language  

ERIC Educational Resources Information Center

We review empirical findings from children with primary or "specific" language impairment (PLI) and children who learn a single language from birth (L1) and a second language (L2) beginning in childhood. The PLI profile is presented in terms of both language and nonlinguistic features. The discussion of L2 learners emphasizes variable patterns of…

Kohnert, Kathryn; Windsor, Jennifer; Ebert, Kerry Danahy

2009-01-01

289

Innovation in learning and development in multilingual and multicultural contexts: Principles learned from a higher educational study programme in Luxembourg  

NASA Astrophysics Data System (ADS)

Multilingualism in education is a conceptual as well as a pedagogical challenge of the 21st century. Luxembourg, with its three statutory official languages (Luxembourgish, French and German), is an especially complex setting. The gap between traditional principles of language education on the one hand and the challenging impacts of today's multilingualisms on the other led the University of Luxembourg (founded in 2003) to set up a developmentally-driven Master's programme in 2007, entitled "Learning and Development in Multilingual and Multicultural Contexts". After a presentation of the general multilingual settings in Luxembourg, this paper discusses the constellation of the multilingual University's staff and students and provides an analysis of the concept of the course by outlining its innovative approach, its principles and lessons learned with regard to running a trilingual higher education programme.

Ziegler, Gudrun

2011-12-01

290

Doomed to Read in a Second Language: Implications for Learning  

ERIC Educational Resources Information Center

The aim of the study was to elucidate whether and how reliance on a second language impacts the learning of new information under very basic learning conditions. The paradigm used to investigate this issue required individuals to learn a series of associations between numerals and particular letter strings. Participants were two groups of…

Miller, Paul; Peleg, Ora

2010-01-01

291

Language Learning Edutainment: Mixing Motives in Digital Resources  

ERIC Educational Resources Information Center

Recent advances in digital video have lead to a convergence of mainstream entertainment (e.g., movies) and language learning tools. An example is a software system/media player called L1, which provides interactive subtitling and learning support for DVD entertainment products. Convergence of entertainment and learning resources raises challenging…

Bird, Stephen A.

2005-01-01

292

How "Language-Aware" Are Lesson Studies in an East Asian High School Context?  

ERIC Educational Resources Information Center

Educators worldwide have been attracted by lesson study for its teaching and learning enhancement potential. However, some believe it takes for granted language, out of which all teaching and subject matter are made. Employing a functional linguistics lens in an analysis of two second language science lesson studies, called "learning" studies in…

Walker, Elizabeth

2011-01-01

293

A taxonomy of situated language in natural contexts  

E-print Network

This thesis develops a multi-modal dataset consisting of transcribed speech along with the locations in which that speech took place. Speech with location attached is called situated language, and is represented here as ...

Shaw, George Macaulay

2011-01-01

294

Spontaneous speech recognition using visual context-aware language models  

E-print Network

The thesis presents a novel situationally-aware multimodal spoken language system called Fuse that performs speech understanding for visual object selection. An experimental task was created in which people were asked to ...

Mukherjee, Niloy, 1978-

2003-01-01

295

Ojibwe Language Revitalization, Multimedia Technology, and Family Language Learning  

ERIC Educational Resources Information Center

Although Indigenous language loss and revitalization are not new topics of academic work nor new areas of community activism (e.g., King, 2001; Grenoble & Whaley, 2006), increased attention has been paid in recent years to the ways that new technology can support efforts to teach and renew endangered languages such as Ojibwe. However, much of the…

Hermes, Mary; King, Kendall A.

2013-01-01

296

TQuery: a context-sensitive temporal query language.  

PubMed

Users of electronic medical databases request pertinent information by recasting their clinical questions into a formal database query language. Because the query language is the user's only access to the data, the query language must be powerful enough to enable users to express their data requirements. However, a competing need is for the query language to be restrictive enough so that queries can have unambiguous semantics and the query processor can generate correct answers. We describe a query language, called TQuery , that was designed specifically to formulate database queries that are dependent on temporal and contextual relationships. TQuery specifications express contextual constraints without the need to explicitly reference calendar dates. TQuery is the database query language used to retrieve patient data from an object-oriented electronic patient medical-record system called the temporal network (TNET). TNET and TQuery were developed to support the real-time temporal reasoning and representation needs of a LISP workstation-based medical expert system. PMID:1743002

Kahn, M G; Tu, S; Fagan, L M

1991-10-01

297

Les langues minoritaires en contexte; Minderheitensprachen im Kontext (Minority Languages in Context).  

ERIC Educational Resources Information Center

Articles in Italian, English, French, and German address issues in minority languages and minority language groups. They include: "The Role of Italian in Some Changes in Walser Morphosyntax" (article in Italian); "Compensatory Linguistic Strategies in the Gradual Death Process of a Minority Language: Evidence from Some Dying Dialects of Basque";…

Gross, Anna-Alice Dazzi, Ed.; Mondada, Lorenza, Ed.

1999-01-01

298

Students' Learning Activities within and between the Contexts of Education and Work  

ERIC Educational Resources Information Center

Many professional educational programs combine learning at an educational institute with learning in the workplace. The differences between these contexts, and the resulting challenges for learning, have been well-documented. However, there are few studies that explore the same students' learning in both contexts, and even fewer that compare…

Endedijk, Maaike D.; Bronkhorst, Larike H.

2014-01-01

299

On Using Intelligent Computer-Assisted Language Learning in Real-Life Foreign Language Teaching and Learning  

ERIC Educational Resources Information Center

This paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between…

Amaral, Luiz A.; Meurers, Detmar

2011-01-01

300

The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning  

ERIC Educational Resources Information Center

The point of departure for this article is the contrast between the theoretical landscape within view of language teaching professionals in 1991 and that of today. I argue that the pragmatic goal of computer-assisted language learning (CALL) developers and researchers to create and evaluate learning opportunities pushes them to consider a variety…

Chapelle, Carol A.

2009-01-01

301

Literacy and the Second Language Learner. Research in Second Language Learning.  

ERIC Educational Resources Information Center

This collection of papers is the first in a series that will highlight cutting-edge research in the area of second language learning and teaching. After an introduction, "The Second Language Educator's Challenge: Learning about Literacy" (JoAnn Hammadou Sullivan), 12 papers include the following: (1) "Theoretical Developments in Reading Chinese…

Sullivan, JoAnn Hammadou, Ed.

302

Language Classroom: A "Girls' Domain"? Female and Male Students' Perspectives on Language Learning  

ERIC Educational Resources Information Center

Substantial research has been done on gender differences in relation to various aspects of learning and teaching. In the field of language learning learner's gender and its relationship with emotional (affective) components of language study has been a subject of numerous academic inquiries. These studies have focused on female and male students'…

Nikitina, Larisa; Furuoka, Fumitaka

2007-01-01

303

CoNLL 2008: Proceedings of the 12th Conference on Computational Natural Language Learning, pages 135142 Manchester, August 2008  

E-print Network

exploit the Arabic morphology-English alignment to learn a model removing nonaligned Arabic mor- phemesCoNLL 2008: Proceedings of the 12th Conference on Computational Natural Language Learning, pages 135­142 Manchester, August 2008 Context-based Arabic Morphological Analysis for Machine Translation

304

How relevant is social interaction in second language learning?  

PubMed Central

Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthened by evidence emerging from different fields, which clearly indicates that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as is the case for Autism, for example. However, studies on adult second language (L2) learning have been mostly focused on individualistic approaches, partly because of methodological constraints, especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor. PMID:24027521

Verga, Laura; Kotz, Sonja A.

2013-01-01

305

Language and Literacy Planning and Local Contexts: The Case of a Raramuri Community  

ERIC Educational Resources Information Center

On the basis of a ten-month ethnography of a Raramuri school and community, this article contributes to the understanding of the role of sociolinguistic and socioeconomic contexts in creating Indigenous-language maintenance programs. Employing concepts of micro- and macrolevel variables in language endangerment and language vitality scales, it…

Paciotto, Carla

2010-01-01

306

Testing-Context Analysis: Assessment Is Just Another Part of Language Curriculum Development  

ERIC Educational Resources Information Center

In keeping with the theme of the International Language Testing Association/Language Testing Research Colloquium Conference in 2008, "Focusing on the Core: Justifying the Use of Language Assessments to Stakeholders," I define "stakeholder-friendly tests," "defensible testing," and "testing-context analysis." I then go on to discuss the rational…

Brown, James Dean

2008-01-01

307

Investigating Pragmatic Language Learning in Foreign Language Classrooms  

ERIC Educational Resources Information Center

A lot of research addressing learners' development of pragmatics has recently been conducted (Kasper and Schmidt 1996; Bardovi-Harlig, 2002; Kasper and Rose 2002). From this same approach, a review of theoretical perspectives on pragmatic learning and how they have been operationalised in interlanguage pragmatic research is presented. Second, by…

Soler, Eva Alcon

2008-01-01

308

Learning Styles of Chinese and Dutch Students Compared within the Context of Dutch Higher Education in Life Sciences  

ERIC Educational Resources Information Center

This study investigated the extent to which the learning styles of Chinese students differ from those of Dutch students. The study was conducted within the context of English language Bachelor of Science programmes that Wageningen University offers together with China Agricultural University to Dutch and Chinese students. Sixteen Dutch students…

Biemans, Harm; Van Mil, Marc

2008-01-01

309

OPTIMAL PSYCHOLINGUISTIC ENVIRONMENTS FOR DISTANCE FOREIGN LANGUAGE LEARNING  

Microsoft Academic Search

Rational choices among the numerous technological options available for foreign language teaching need to be based, in part, on psycholinguistic considerations. Which technological advances help create an optimal psycholinguistic environment for language learning, and which may be innovative but relatively unhelpful? One potential source of guidance is offered by the ten methodological principles of Task-Based Language Teaching (Long, 1985, and

CATHERINE J. DOUGHTY; MICHAEL H. LONG

310

Applications of Foreign Language Aptitude and Learning Style Research.  

ERIC Educational Resources Information Center

A discussion of the utility of research on language aptitude and learning style begins by examining the concept of language aptitude and the controversy surrounding it, which focuses on the nature of language aptitude, what characterizes it, and its significance. The research reviewed dates back to the 1920s. Tests used to assess aptitude are then…

Barnwell, David

311

Sites of Construction: Language Learning, Multimedia, and the International Engineer  

ERIC Educational Resources Information Center

This article discusses the role of a multimedia learning environment in teaching foreign languages to engineering students. Arguing for a subject-specific and skills-oriented approach in teaching Languages for Specific Purposes (LSP) in the university, it outlines possible targets and skills for a language course for engineers. The paper goes on…

Dlaska, Andrea

2002-01-01

312

The Language-Learning Situation of Deaf Students.  

ERIC Educational Resources Information Center

The challenges faced by deaf students learning English are very different from those of English-as-a-Second-Language (ESL) students. These differences include the amount of linguistic input, motivation, language attitudes, and the use of a visual-spatial language. (38 references) (Author/CB)

Swisher, M. Virginia

1989-01-01

313

Learning Words for Life: Promoting Vocabulary in Dual Language Learners  

ERIC Educational Resources Information Center

Vocabulary development plays a critical role in young dual language learners' success in school. As teachers become aware of how they use language in the classroom, systematically teach specific words in a variety of ways, and learn about dual language learners' level of English acquisition and sociocultural experiences, they can help…

Gillanders, Cristina; Castro, Dina C.; Franco, Ximena

2014-01-01

314

Using Inconsistency Detection to Overcome Structural Ambiguity in Language Learning  

Microsoft Academic Search

This paper proposes the Inconsistency Detection Learner (IDL), an algorithm for language acquisition intended to address the problem of structural ambiguity. An overt, acoustically audible form is structurally ambiguous if different languages admitting the overt form would assign it different linguistic structural analyses. Because the learner has to be capable of learning any possible human language, and because the learner

315

Using Inconsistency Detection to Overcome Structural Ambiguity in Language Learning  

Microsoft Academic Search

This paper proposes the Inconsistency Detection Learner (IDL), an algorithm for language acquisition intended to address the problem of structural ambiguity. An overt, acoustically audible form is structurally ambiguous if different languages admitting the overt form would assign it different linguistic structural analyses. Because the learner has to be capable of learning any possible human language, and because the learner

Bruce Tesar

2000-01-01

316

Cross-Cultural Language Learning and Web Design Complexity  

ERIC Educational Resources Information Center

Accepting the fact that culture and language are interrelated in second language learning (SLL), the web sites should be designed to integrate with the cultural aspects. Yet many SLL web sites fail to integrate with the cultural aspects and/or focus on language acquisition only. This study identified three issues: (1) anthropologists'…

Park, Ji Yong

2015-01-01

317

First and Second Language Speech Perception: Graded Learning  

ERIC Educational Resources Information Center

In the process of language learning, individuals must acquire different types of linguistic knowledge, such as the sounds of the language (phonemes), how these may be combined to form words (phonotactics), and morphological rules. Early and late bilinguals tend to perform like natives on second language phonological tasks that involve pre-lexical…

Sebastian-Galles, Nuria; Diaz, Begona

2012-01-01

318

What Language Should a Lebanese Child Learn First?  

ERIC Educational Resources Information Center

Bilingualism is common in Lebanon's educational system. The national curriculum requires students to learn a second language beginning in kindergarten and to study science and mathematics in that second language in later years. The national curriculum requires that another foreign language be taught by seventh grade. Although Arabic is the…

Bahous, Jocelyne

319

A Topical Bibliography on Computer-Assisted Language Learning (CALL)  

ERIC Educational Resources Information Center

This bibliography aims to serve the language teacher educators who are working in the field of Computer-Assisted Language Learning (CALL) by making a collection of 1732 bibliographic entries, which stem from mainly books and journal articles in English that date back to 1980 and provide good discussions on the theory of technology in language

Kilickaya, Ferit

2009-01-01

320

Towards a Bio-computational Model of Natural Language Learning  

E-print Network

models can also help in the understanding of natural language acquisition/processing. The simulationTowards a Bio-computational Model of Natural Language Learning Leonor Becerra-Bonache Laboratoire together the theory of Grammatical Inference and the studies of natural language acquisition. We discuss

Boyer, Edmond

321

Embedded Machine Learning Systems for Natural Language Processing: A General  

E-print Network

Embedded Machine Learning Systems for Natural Language Processing: A General Framework Claire for Natural Language Processing, Lecture Notes in Artificial Intelligence, 315­328, Springer, 1996. Abstract. This paper presents Kenmore, a general framework for knowl­ edge acquisition for natural language processing

Cardie, Claire

322

Student Goals, Expectations, and the Standards for Foreign Language Learning  

ERIC Educational Resources Information Center

The "Standards for Foreign Language Learning in the 21st Century" represent a major effort for setting goals for language instruction across the United States and across instructional levels. They provide descriptions of what "language students should know and be able to do" through 11 content standards in five goal areas, the five…

Magnan, Sally S.; Murphy, Dianna; Sahakyan, Narek; Kim, Suyeon

2012-01-01

323

Musical experience influences statistical learning of a novel language.  

PubMed

Musical experience may benefit learning of a new language by increasing the fidelity with which the auditory system encodes sound. In the current study, participants with varying degrees of musical experience were exposed to two statistically defined languages consisting of auditory Morse code sequences that varied in difficulty. We found an advantage for highly skilled musicians, relative to lower-skilled musicians, in learning novel Morse code-based words. Furthermore, in the more difficult learning condition, performance of lower-skilled musicians was mediated by their general cognitive abilities. We suggest that musical experience may improve processing of statistical information and that musicians' enhanced ability to learn statistical probabilities in a novel Morse code language may extend to natural language learning. PMID:23505962

Shook, Anthony; Marian, Viorica; Bartolotti, James; Schroeder, Scott R

2013-01-01

324

Positioning Foreign English Language Teachers in the Japanese University Context  

ERIC Educational Resources Information Center

This study employs positioning theory to explore the experiences of adjunct foreign English language teachers (AFELT) in the Japanese university sector. The research is located in the broad internationalisation discourse and considers AFELT positions as "foreign" teachers at a time when the Japanese university sector is aiming to…

Whitsed, Craig; Volet, Simone

2013-01-01

325

The Relative Efficacy of Explicit and Implicit Feedback in the Learning of a Less-Commonly-Taught Foreign Language  

ERIC Educational Resources Information Center

In an attempt to test the generalizability of the role and contributions of interactional feedback in second language acquisition, this study examines the issue in the context of learning Korean as a less-commonly-taught foreign language at the post-secondary level. Further, it looks into the explicitness of feedback as a factor in foreign…

Kang, Hyun-Sook

2009-01-01

326

Phonology in Language Learning and Teaching  

ERIC Educational Resources Information Center

This article aims at absorbing the pronunciation teachers task and how much phonology should teachers know. Teachers and future teachers need a well-rounded concept of the phonology of the language they are going to teach and the native language of learners. Emphasis must be placed on the understanding of language as a system of rules and as a…

Jarrah, Ali Saleh

2012-01-01

327

Chomsky: Selected Readings. Language and Language Learning Series, No. 31.  

ERIC Educational Resources Information Center

The aim of this collection of Noam Chomsky's writings over the past 12 years is to present the main outlines of transformational theory, using as far as possible Chomsky's own words, but arranged in such a way that a non-specialist will have no difficulty in following the text. The topics covered include syntax, phonology, semantics, and language

Allen, J. P. B., Ed.; Van Buren, Paul, Ed.

328

Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning  

NASA Astrophysics Data System (ADS)

This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

Yang, Eunah

329

The 2011 Estonian High School Language Reform in the Context of Critical Language Policy and Planning  

ERIC Educational Resources Information Center

This paper seeks to situate Estonian language use and policy within the emerging field of critical language policy and planning (CLPP) by investigating the discourses that frame linguistic behaviour. This done by way of an analysis of a series of interviews carried out with key actors in language policy in Estonia. The discourses framing language

Skerrett, Delaney Michael

2014-01-01

330

Reactivation of Lapsed Languages in the Context of Modern Foreign Languages Teacher Education  

ERIC Educational Resources Information Center

This study examines the problems encountered by trainee language teachers who strive to maintain their language skills at their optimum level in the classroom. Many trainees will admit that their language skills need refreshing and a significant number of mentors agree with them. This article explores language attrition and strategies that can be…

Llewellyn-Williams, Jill

2014-01-01

331

Feedback Processes in Multimedia Language Learning Software  

ERIC Educational Resources Information Center

Feedback has been one of the important elements of learning and teaching theories and still pervades the literature and instructional models, especially computer and web-based ones. However, the mechanisms about feedback dominating the fundamentals of all the instructional models designed for self-learning have changed considerably with the…

Kartal, Erdogan

2010-01-01

332

Glossary: The Language of Teaching and Learning  

E-print Network

Tools for measuring student progress toward and achievement of your learning goals. Backward Design illustrate achieving those goals, and then designing classroom activities to help students meet those goals concept or theory. Alignment Ensuring that activities and assessment meet your learning goals. Assessment

Champagne, Frances A.

333

Out-of-Class Language Learning Strategies.  

ERIC Educational Resources Information Center

Discusses a study of the out-of-class learning strategies of proficient German speakers of English and attempts to identify and quantify the out-of-class learning activities employed by these learners during their study of English. Findings indicate that the most-cited activities are reading and listening. (10 references) (Author/CK)

Pickard, Nigel

1996-01-01

334

LANGUAGE TEACHING--BROADER CONTEXTS. REPORTS OF THE WORKING COMMITTEES OF THE NORTHEAST CONFERENCE ON THE TEACHING OF FOREIGN LANGUAGES, 1966.  

ERIC Educational Resources Information Center

TO FOCUS ATTENTION ON CURRENT PROBLEMS CONFRONTING THE PROFESSION, THE 1966 NORTHEAST CONFERENCE ON THE TEACHING OF FOREIGN LANGUAGES PUBLISHED ITS WORKING COMMITTEE REPORTS ON LANGUAGE LEARNING RESEARCH, WIDER USES FOR LANGUAGES, AND THE SUPERVISION AND COORDINATION OF FOREIGN LANGUAGE TEACHING. THE FIRST REPORT, "RESEARCH AND LANGUAGE LEARNING,"…

MEAD, ROBERT G., JR.

335

Contributions of Language and Memory Demands to Verbal Memory Performance in Language-Learning Disabilities  

ERIC Educational Resources Information Center

The purpose of this study is to investigate the performance of adults with language-based learning disorders (L/LD) and normal language controls on verbal short-term and verbal working memory tasks. Eighteen adults with L/LD and 18 normal language controls were compared on verbal short-term memory and verbal working memory tasks under low,…

Isaki, Emi; Spaulding, Tammie J.; Plante, Elena

2008-01-01

336

Language Learning Down Under: Community Language Programs in the Primary School.  

ERIC Educational Resources Information Center

Describes the second-language and native language maintenance programs of Brunswick North Primary School (Australia), a school that offers its students opportunities to learn Turkish, Italian, Greek, or Arabic. An integrated curriculum ensures that students acquire or maintain a language other than English. (SLD)

Corsetti, Maria

1993-01-01

337

Sentential Context Modulates the Involvement of the Motor Cortex in Action Language Processing: An fMRI Study  

PubMed Central

Theories of embodied cognition propose that language comprehension is based on perceptual and motor processes. More specifically, it is hypothesized that neurons processing verbs describing bodily actions, and those that process the corresponding physical actions, fire simultaneously during action verb learning. Thus the concept and motor activation become strongly linked. According to this view, the language-induced activation of the neural substrates for action is automatic. By contrast, a weak view of embodied cognition proposes that activation of these motor regions is modulated by context. In recent studies it was found that action verbs in literal sentences activate the motor system, while mixed results were observed for action verbs in non-literal sentences. Thus, whether the recruitment of motor regions is automatic or context dependent remains a question. We investigated functional magnetic resonance imaging activation in response to non-literal and literal sentences including arm and leg related actions. The sentence structure was such that the action verb was the last word in the subordinate clause. Thus, the constraining context was presented well before the verb. Region of interest analyses showed that action verbs in literal context engage the motor regions to a greater extent than non-literal action verbs. There was no evidence for a semantic somatotopic organization of the motor cortex. Taken together, these results indicate that during comprehension, the degree to which motor regions are recruited is context dependent, supporting the weak view of embodied cognition. PMID:23580364

Schuil, Karen D. I.; Smits, Marion; Zwaan, Rolf A.

2013-01-01

338

An Adaptive Navigation Support System for Conducting Context-Aware Ubiquitous Learning in Museums  

ERIC Educational Resources Information Center

In context-aware ubiquitous learning, students are guided to learn in the real world with personalized supports from the learning system. As the learning resources are realistic objects in the real world, certain physical constraints, such as the limitation of stream of people who visit the same learning object, the time for moving from one object…

Chiou, Chuang-Kai; Tseng, Judy C. R.; Hwang, Gwo-Jen; Heller, Shelly

2010-01-01

339

76 FR 54283 - 30-Day Notice of Proposed Information Collections: Language Learning Survey Questions  

Federal Register 2010, 2011, 2012, 2013

...of Proposed Information Collections: Language Learning Survey Questions ACTION: Notice... Title of Information Collection: Language Learning Programs: Pre Program Survey...exchange programs that focus on critical language learning instruction. Estimated...

2011-08-31

340

Look who's talking: speech style and social context in language input to infants are linked to concurrent and future speech development.  

PubMed

Language input is necessary for language learning, yet little is known about whether, in natural environments, the speech style and social context of language input to children impacts language development. In the present study we investigated the relationship between language input and language development, examining both the style of parental speech, comparing 'parentese' speech to standard speech, and the social context in which speech is directed to children, comparing one-on-one (1:1) to group social interactions. Importantly, the language input variables were assessed at home using digital first-person perspective recordings of the infants' auditory environment as they went about their daily lives (N =26, 11- and 14-months-old). We measured language development using (a) concurrent speech utterances, and (b) word production at 24 months. Parentese speech in 1:1 contexts is positively correlated with both concurrent speech and later word production. Mediation analyses further show that the effect of parentese speech-1:1 on infants' later language is mediated by concurrent speech. Our results suggest that both the social context and the style of speech in language addressed to children are strongly linked to a child's future language development. PMID:24702819

Ramírez-Esparza, Nairán; García-Sierra, Adrián; Kuhl, Patricia K

2014-11-01

341

Methods for pronunciation assessment in computer aided language learning  

E-print Network

Learning a foreign language is a challenging endeavor that entails acquiring a wide range of new knowledge including words, grammar, gestures, sounds, etc. Mastering these skills all require extensive practice by the learner ...

Peabody, Mitchell A. (Mitchell Aaron)

2011-01-01

342

Context-Sensitive Auto-Sanitization in Web Templating Languages Using Type Qualifiers  

E-print Network

Context-Sensitive Auto-Sanitization in Web Templating Languages Using Type Qualifiers Mike Samuel backwards compatibility, per- formance and formal security through a context-sensitive auto- sanitization results. The predominant first-line of defense against scripting vul- nerabilities is sanitization

Song, Dawn

343

The "Burden" of Emotions in Language Teaching: Negotiating a Troubled Past in "Other"-Language Learning Classrooms  

ERIC Educational Resources Information Center

This paper focuses on language classes where Greek-Cypriot students learn Turkish as their second Modern Foreign Language (MFL). Literature on MFL learning and emotions tends to focus on learners' emotions in relation to the production of the new language; however, MFL learning is also a space that provides the opportunity to language

Charalambous, Constadina

2013-01-01

344

Implicit learning of natural language syntax  

E-print Network

......................................................................................................................... 226 1 1. Introduction How humans derive information from the environment implicitly, i.e. without the intention to learn and in absence of awareness of what was learned, is one of the central questions within the cognitive sciences (Shanks... to certain conditions (e.g., Berry & Broadbent, 1984, 1988; Berry, 1991), but its existence seems largely noncontroversial. What remains contentious, however, is how to explain the underlying process. Reber?s (1967, 1969) initial assumption...

Rebuschat, Patrick

2009-10-13

345

Robust Arm and Hand Tracking by Unsupervised Context Learning  

PubMed Central

Hand tracking in video is an increasingly popular research field due to the rise of novel human-computer interaction methods. However, robust and real-time hand tracking in unconstrained environments remains a challenging task due to the high number of degrees of freedom and the non-rigid character of the human hand. In this paper, we propose an unsupervised method to automatically learn the context in which a hand is embedded. This context includes the arm and any other object that coherently moves along with the hand. We introduce two novel methods to incorporate this context information into a probabilistic tracking framework, and introduce a simple yet effective solution to estimate the position of the arm. Finally, we show that our method greatly increases robustness against occlusion and cluttered background, without degrading tracking performance if no contextual information is available. The proposed real-time algorithm is shown to outperform the current state-of-the-art by evaluating it on three publicly available video datasets. Furthermore, a novel dataset is created and made publicly available for the research community. PMID:25004155

Spruyt, Vincent; Ledda, Alessandro; Philips, Wilfried

2014-01-01

346

Robust arm and hand tracking by unsupervised context learning.  

PubMed

Hand tracking in video is an increasingly popular research field due to the rise of novel human-computer interaction methods. However, robust and real-time hand tracking in unconstrained environments remains a challenging task due to the high number of degrees of freedom and the non-rigid character of the human hand. In this paper, we propose an unsupervised method to automatically learn the context in which a hand is embedded. This context includes the arm and any other object that coherently moves along with the hand. We introduce two novel methods to incorporate this context information into a probabilistic tracking framework, and introduce a simple yet effective solution to estimate the position of the arm. Finally, we show that our method greatly increases robustness against occlusion and cluttered background, without degrading tracking performance if no contextual information is available. The proposed real-time algorithm is shown to outperform the current state-of-the-art by evaluating it on three publicly available video datasets. Furthermore, a novel dataset is created and made publicly available for the research community. PMID:25004155

Spruyt, Vincent; Ledda, Alessandro; Philips, Wilfried

2014-01-01

347

The Role of Self- and Social Directed Goals in a Problem-Based, Collaborative Learning Context  

ERIC Educational Resources Information Center

Students' learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students' goal orientation in a collaborative learning context. We do so with the help of a goal…

Tempelaar, Dirk T.; Wosnitza, Marold; Volet, Simone; Rienties, Bart; Giesbers, Bas; Gijselaers, Wim H.

2013-01-01

348

Learning Work, Learning To Work: Literacy, Language and Numeracy as Vehicles for Learning in Training Packages.  

ERIC Educational Resources Information Center

A study researched the role of literacy, language, and numeracy as vehicles for learning in training packages delivered at South Australia industry sites. Data were gathered through onsite interviews or focus groups with trainees, workplace trainers, resource and training support persons, and managerial and supervisory persons, of their opinion of…

Trenerry, Ruth

349

Rearticulating the Case for Micro Language Planning in a Language Ecology Context  

ERIC Educational Resources Information Center

Language planning is normally thought of in terms of large-scale, usually national planning, often undertaken by governments and meant to influence, if not change, ways of speaking or literacy practices within a society. It normally encompasses four aspects: status planning (about society), corpus planning (about language), language-in-education…

Baldauf, Richard B., Jr.

2006-01-01

350

A Model for Self-Regulated Distance Language Learning  

ERIC Educational Resources Information Center

The role of learner autonomy and self-regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. In the case of distance language learning, course designers must consider not only how to help learners gain communicative competence but also…

Andrade, Maureen S.; Bunker, Ellen L.

2009-01-01

351

"A Priori" Assessment of Language Learning Tasks by Practitioners  

ERIC Educational Resources Information Center

Teachers' competence to estimate the effectiveness of learning materials is important and often neglected in programmes for teacher education. In this lecture I will try to explore the possibilities of designing scaffolding instruments for a "priori" assessment of language learning tasks, based on insights from SLA and cognitive psychology, more…

Westhoff, Gerard J.

2009-01-01

352

Advantages of Bilinguals over Monolinguals in Learning a Third Language  

ERIC Educational Resources Information Center

The present study is an examination of the contribution of bilingualism to trilingualism, namely the influence of learning two different orthographies on learning a third. The participants were two groups of sixth graders from Israeli schools who were studying English as a foreign (second or third) language: Russian Israeli children for whom…

Abu-Rabia, Salim; Sanitsky, Ekaterina

2010-01-01

353

Student Motivation To Learn English as a Foreign Language.  

ERIC Educational Resources Information Center

Examined the motivation of 180 university-bound Lebanese students to learn English as a foreign language (EFL). Data were gathered through a a motivation scale. Findings revealed that integrative motivation, effort, valence, expectancy, and self-estimation of ability were internally related determinants of motivation for learning EFL. Findings…

Shaaban, Kassim A.; Ghaith, Ghazi

2000-01-01

354

IPBA STUDENTS' BELIEFS IN LEARNING ENGLISH AS A SECOND LANGUAGE  

Microsoft Academic Search

The purpose of this study was to investigate the beliefs that IPBA students hold in learning English. Specifically, the study aimed to determine the beliefs of the KPLI, B. Ed (TESL) Cohort One and B. Ed (TESL) Cohort Five students in learning English as a second language. The study also sought to determine if gender, course and age influence their

Anita Mary; Chong Voon Sing; Maryam Fatin Hanisah; Tan Bee Fei

355

The relationship between motivational systems and second language learning  

Microsoft Academic Search

The present paper is based on research was done to study the relationship between motivational systems and second language learning. To do so, from 31000 students of high school in Ardabil city in 2008–9 academic years, 780 participants were selected via multi stage cluster sampling by using Cochran's formula. The instrument for date gathering was the Motivated Strategies for Learning

Maryam Mohammadi; Mahdi Moenikia; Adel Zahed-Babelan

2010-01-01

356

Human-Guided Ontology Learning Language Technologies Institute  

E-print Network

Ontology construction, or ontology learning, is an important task in Artificial Intelligence, Semantic WebHuman-Guided Ontology Learning Hui Yang Language Technologies Institute School of Computer Science of Computer Science Carnegie Mellon University callan@cs.cmu.edu ABSTRACT This paper leverages human knowledge

Callan, Jamie

357

Using Story Boxes in Language Learning  

ERIC Educational Resources Information Center

Story boxes and story bags are containers for holding realia that are used to enhance reading and provide a variety of activities for encouraging language acquisition and use. Whatever the packaging, these are good ways to develop students' interest in books. Using realia, or real-life objects, to teach a foreign language is not a novel concept.…

Collins, Rita

2009-01-01

358

Immersing the Library in English Language Learning  

ERIC Educational Resources Information Center

The author relates how his school has a very active English Language Learner (ELL) program. ELL students typically have varying levels of social and academic language, but almost always have some English proficiency. Recently, his school established a Newcomer Program that drastically changed the school system. They acquired students lacking any…

Riley, Bobby

2008-01-01

359

Reclaiming Recess: Learning the Language of Persuasion  

ERIC Educational Resources Information Center

Using a case study approach, the authors describe how a teacher used the tools of systemic functional linguistics (SFL) to teach her fifth grade English Language Learners how to use academic language to challenge school policies regarding recess. In reflecting on these data, we discuss the potential of SFL to support teachers in responding to…

Gebhard, Meg; Harman, Ruth; Seger, Wendy

2007-01-01

360

Major Language Theorists influencing Learning of Mathematics  

ERIC Educational Resources Information Center

Language is one attribute that sets humans apart from all other creatures and binds humans together across all geographic barriers. A word can cause a person to sink into the deepest despair or lift us to inspired action. Language can be the tool for great achievement in any discipline. Good understanding of the capabilities and needs of the…

Nath, Baiju K.

2010-01-01

361

Managing Learning: Authority and Language Assessment  

ERIC Educational Resources Information Center

A feature of language assessment internationally is its role in the enforcement of language policies established by governments and other educational and cultural agencies. This trend has led to the near-universal adoption of curriculum and assessment frameworks, the clearest example of which is the Common European Framework of Reference for…

McNamara, Tim

2011-01-01

362

Language as a Tool in Diverse Forms of Learning  

ERIC Educational Resources Information Center

In this manuscript we report on a curriculum design project in which we worked with students in an urban immigrant community to study their own language practices in different contexts. We gathered videotaped data of students in the classroom as well as videos they took of their language practices in other settings. We focus on one student's…

Orellana, Marjorie Faulstich; Martinez, Danny C.; Lee, Clifford H.; Montano, Elizabeth

2012-01-01

363

Harry Potter as a Context for Problem-Based Learning  

NSDL National Science Digital Library

This innovative thematic unit for middle school students builds on the Harry Potter phenomenon. Students are immersed in problem-based learning as they study a science and language arts curriculum as it might have been taught at Hogwarts School. The focus of this lesson centers on the Kingdom of Fungi. Students are able to imagine Harry Potter studying mushrooms and fungi as part of his curriculum at Hogwarts School, and recognize that they are engaging in the process of inquiry, which was taught by Professor Sprout.

M.J. Beaton

2004-01-01

364

Multi-Context Use of Language: Toward Effective Thinking and Planning for Curriculum  

ERIC Educational Resources Information Center

The flexible, multi-contextual use of language is essential to integrated learning and thinking. Likewise, learning and thinking in an integrated way is essential to multi-dimensional teaching. This study examines the ways pre-service secondary teachers define their subjects. Students enrolled in a secondary reading methods course were asked to…

Stinson, Anne D'Antonio; Chandler, William; Epps, M. Virginia; Frieberg, Melissa

2006-01-01

365

Looking across Contexts in Foreign Language Student Teacher Supervision: A Self-Study  

ERIC Educational Resources Information Center

In the following self-study, I consider how my involvement in a teacher preparation program that features looking across multiple contexts of second language teaching influenced my supervisory practice with a particular student teacher during her secondary foreign language student teaching placement. I conduct this inquiry by identifying and…

Martel, Jason

2012-01-01

366

Functional Grammar in the Context of Linguistic Applications in Turkish Language Teaching  

ERIC Educational Resources Information Center

In the last century, language researches adopted the scientific method and linguistics became an autonomous discipline. Linguistics is a framework concept that analyzes all languages in the world in various contexts according to its own rules and draws conclusions using the systematic approach. Functional linguistics is a linguistic trend that…

Epcacan, Cahit

2013-01-01

367

On TESOL '82. Pacific Perspectives on Language Learning and Teaching. III: Conditions for Learning.  

ERIC Educational Resources Information Center

The five papers in this section of the TESOL volume examine the nature of language learning, characteristics of different language learners, the nature of the supportive environment for language development, and the differences which exist between first and second language patterns of interaction. The following articles are included: (1)…

Lindfors, Judith; And Others

368

Pragmatics and Language Learning. Monograph Series Volume 6.  

ERIC Educational Resources Information Center

The series of articles in this volume were selected from among those presented at the 8th Annual International Conference on Pragmatics and Language Learning in April 1994. Articles include: "The Right Tool for the Job: Techniques for Analysis of Natural Language Use" (Georgia M. Green); "Sinclair & Coulthard Revisited: Global- and…

Bouton, Lawrence F., Ed.

369

Seeking Inclusivity in English Language Learning Web Sites  

ERIC Educational Resources Information Center

This article contributes to research on critical perspectives in Teaching English to Speakers of Other Languages (TESOL) and on evaluative frameworks for English language learning (ELL) Web sites. The research addressed the following questions: (a) To what extent do ELL Web sites depict diverse representations of gender, race, socioeconomic…

McClure, Kristene K.

2010-01-01

370

Student Application Native Language Use and Informal Science Learning  

E-print Network

Student Application Native Language Use and Informal Science Learning Yellowstone and Altai information: http://www.montana.edu/news/11978/msu-team-wins-grant-to-study-informal-science- education Science Foundation to study how indigenous peoples' native language use in two similar yet distinct parts

Maxwell, Bruce D.

371

Functional Connectivity Changes in Second Language Vocabulary Learning  

ERIC Educational Resources Information Center

Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec,…

Saidi, Ladan Ghazi; Perlbarg, Vincent; Marrelec, Guillaume; Pelegrini-Issac, Melani; Benali, Habib; Ansaldo, Ana-Ines

2013-01-01

372

Tablets for Informal Language Learning: Student Usage and Attitudes  

ERIC Educational Resources Information Center

Mobile-assisted language learning (MALL), a relatively new area of CALL inquiry, is gaining more and more attention from language educators with the development of new mobile devices. Tablet computers--featuring high mobility, convenient network connectivity, and smart application extendibility--are part of a wave of the latest mobile inventions;…

Chen, Xiao-Bin

2013-01-01

373

Language learning and the technology of international communications  

NASA Astrophysics Data System (ADS)

The author posits a reciprocal relationship between the recent popularisation of computer-based technology and the democratisation of Central and Eastern Europe. Brief reference is made to their common denominator, language and language change. The advent of the communicative approach to language learning and the new wave of language authenticity arising from it, both enhanced by the technological revolution, have made the defining of acceptability in the classroom and of communication in the process of testing more problematic than ever, although several advantages have also accrued. Advances in technology have generally outstripped our ability to apply their full or characteristic potential. While technology can personalise learning and in this way make learning more efficient, it can also impede motivation. Old methods, drills and routines are tending to be sustained by it. Lack of technology can also widen the gulf between developed, developing and underdeveloped countries of the world. The author proposes international partnerships as a means of preventing an imbalance which could threaten stability. Single language dominance is another threat to international understanding, given the growing awareness of our multilingual and multicultural environment. Enlightened language policies reaching from the individual to beyond the national community are needed, which adopt these aspects of language learning, explain decisions about the state's choice of languages and, at the same time, promote individual choice wherever practicable.

Batley, Edward

1991-03-01

374

Students' Motivation toward Computer-Based Language Learning  

ERIC Educational Resources Information Center

The present article examined some factors affecting the motivation level of the preparatory school students in using a web-based computer-assisted language-learning course. The sample group of the study consisted of 126 English-as-a-foreign-language learners at a preparatory school of a state university. After performing statistical analyses…

Genc, Gulten; Aydin, Selami

2011-01-01

375

Common Errors in Language Learning: Insights from English.  

ERIC Educational Resources Information Center

This book presents a three-part discussion of the causes and prevention of errors in foreign language learning with particular reference to English as a second language. The first part provides a survey of error analysis, defining what is meant by the term "error" and establishing a model of error production. Other terms explained in this section…

George, H. V.

376

Arabic Women and English Language Learning: A Case Study  

ERIC Educational Resources Information Center

The main goal of this study was to interview Arabic women students at Spring International Language Center to record their perceptions, rationale, goals, stories, and opinions about learning English in a U.S. language school. This research was conducted to understand the purposes and goals of Arabic women who come to the United Stated to study the…

Alkarni, Ream

2012-01-01

377

Development of Igbo Language E-Learning System  

ERIC Educational Resources Information Center

E-Learning involves using a variety of computer and networking technologies to access training materials. The United Nations report, quoted in one of the Nigerian dailies towards the end of year 2006, says that most of the minor languages in the world would be extinct by the year 2050. African languages are currently suffering from discard by…

Oyelami, Olufemi Moses

2008-01-01

378

Serious Use of a Serious Game for Language Learning  

ERIC Educational Resources Information Center

The Tactical Language and Culture Training System (TLCTS) helps learners acquire basic communicative skills in foreign languages and cultures. Learners acquire communication skills through a combination of interactive lessons and serious games. Artificial intelligence plays multiple roles in this learning environment: to process the learner's…

Johnson, W. Lewis

2010-01-01

379

Dilemmas of Blended Language Learning: Learner and Teacher Experiences  

ERIC Educational Resources Information Center

Rapidly advancing technology continues to change the landscape of blended foreign language education. Pinpointing the differences between blended language (BL) learning environments and understanding how stakeholders experience such spaces is complex. However, learner experiences can provide a roadmap for the design and development of BL courses.…

Gleason, Jesse

2013-01-01

380

Learning English Language by Radio in Primary Schools in Kenya  

ERIC Educational Resources Information Center

Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central…

Odera, Florence Y.

2011-01-01

381

A Look at Early Language Learning in Utah  

ERIC Educational Resources Information Center

The state of Utah is leading the nation in a surge of new elementary language immersion programs. Their unprecedented growth of programs, over a four-year span, has been both intentional and systemic, taking advantage of a supportive base and promoting language learning as a way to increase economic benefits for the state. While math and science…

Von Houton, Jacque Bott

2013-01-01

382

New Trends in Computer Assisted Language Learning and Teaching.  

ERIC Educational Resources Information Center

Articles in this special issue include the following: "ICT and Modern Foreign Languages: Learning Opportunities and Training Needs" (Graham Davies); "Authoring, Pedagogy and the Web: Expectations Versus Reality" (Paul Bangs); "Web-based Instructional Environments: Tools and Techniques for Effective Second Language Acquisition" (Esperanza Roman);…

Perez-Paredes, Pascual, Ed.; Cantos-Gomez, Pascual, Ed.

2002-01-01

383

Second Language Vocabulary Learning and Teaching: Still a Hot Topic  

ERIC Educational Resources Information Center

For many reasons second language vocabulary learning and teaching continues to be a topic of interest for learners, instructors, and researchers. This article describes the implementation of personal glossaries in a community program offering English as second language classes to Latina/o Spanish speaking adults. Field notes, interviews, and…

Larrotta, Clarena

2011-01-01

384

Multiple Intelligences and Language Learning Strategies: Investigating Possible Relations  

ERIC Educational Resources Information Center

The present study was conducted to investigate the existence of any possible relationship between the use of language learning strategies and multiple intelligences' scores of foreign language learners of English. Ninety subjects participated in the study. To measure the participants' multiple intelligence scores, MIDAS, a commercially designed…

Akbari, Ramin; Hosseini, Kobra

2008-01-01

385

Digital Gaming and Language Learning: Autonomy and Community  

ERIC Educational Resources Information Center

The relationship between digital game play and second language (L2) learning is a particularly tricky issue in East Asia. Though there is an emerging presence of Chinese online games, many more young people are playing the English- or Japanese-language versions of the most popular commercial off-the-shelf (COTS) video games. In other words, most…

Chik, Alice

2014-01-01

386

Relationship between Music Learning and Language Reading? Review of Literature.  

ERIC Educational Resources Information Center

This paper reviews literature in the past 60 years about the relationship between music experience and language reading. Results of the literature review fall into three categories: the first group of studies (group I) indicates that music experience benefits language reading due to six transfers of learning--prediction skill, whole-to-part…

Chang, Carrie

387

Language Brokering Contexts and Behavioral and Emotional Adjustment among Latino Parents and Adolescents  

PubMed Central

This study examined behavioral and emotional adjustment in family contexts in which there was high versus low demand for adolescents to serve as language brokers in a sample of 73 recently immigrated Latino families with middle-school-aged adolescents. Language brokering was conceptualized as a family process rather than merely an individual phenomenon. Multiple agents were used to assess language brokering and parent and youth adjustment. Results indicated that high language brokering contexts had negative associations with family stress, parenting effectiveness, and adolescent adjustment in terms of academic functioning, socioemotional health, and substance use. The findings are particularly important given the limited and mixed findings from formative research on language brokering, particularly in areas within the United States with emerging immigrant populations. Findings suggest the need for advancing practices that increase language and cultural supports for immigrant families and support parents’ efforts to foster positive youth and family adjustment. PMID:19898605

Martinez, Charles R.; McClure, Heather H.; Eddy, J. Mark

2008-01-01

388

Questioning the Separation of In-School from Out-of-School Contexts for Literacy Learning: An Interview with Donna E. Alvermann  

ERIC Educational Resources Information Center

Donna E. Alvermann, Distinguished Research Professor of Language and Literacy Education at the University of Georgia in Athens, received recognitions and honors as a scholar/leader in adolescent literacy. Her thoughts about contexts for literacy learning challenge that the divide between in- and out-of-school literacy learning is real and needs…

Alvermann, Donna E.; Moore, David W.

2011-01-01

389

Functional connectivity changes in second language vocabulary learning.  

PubMed

Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec, Bellec et al., 2008) were gathered, in the shallow and consolidation phases of L2 vocabulary learning. Functional connectivity remained unchanged across learning phases for L1, whereas total, between- and within-network integration levels decreased as proficiency for L2 increased. The results of this study provide the first functional connectivity evidence regarding the dynamic role of the language processing and cognitive control networks in L2 learning (Abutalebi, Cappa, & Perani, 2005; Altarriba & Heredia, 2008; Leonard et al., 2011; Parker-Jones et al., 2011). Thus, increased proficiency results in a higher degree of automaticity and lower cognitive effort (Segalowitz & Hulstijn, 2005). PMID:23274799

Ghazi Saidi, Ladan; Perlbarg, Vincent; Marrelec, Guillaume; Pélégrini-Issac, Mélani; Benali, Habib; Ansaldo, Ana-Inés

2013-01-01

390

Critique of a Language-Learning Website  

ERIC Educational Resources Information Center

Listening plays a crucial part in the learning of overseas students in the United Kingdom. Students can never follow a lecture or discussion in English without listening. Traditional classroom teaching in listening limits students' time and space. However, the Web-based listening course accommodates listeners a great deal, enabling them to access…

Kan, Soh Or

2011-01-01

391

Language learning, teaching and educational reform in rural Thailand: an English teacher's perspective  

Microsoft Academic Search

This article discusses English language teaching in Thailand through a biographical case study of a teacher working in a government school in the rural north-east. It explores a particular context of teaching and learning, showing how an individual comes to be a teacher and deals with the day-to-day demands of teaching, as well as reflecting on the place of English

David Hayes

2010-01-01

392

Acquisition, learning, or development of language? Skinner's "Verbal Behavior" revisited.  

PubMed

In 1957, Skinner, in his "Verbal Behavior", proposed an explanation on how a language is learned. In 1959, Chomsky strongly argued the non-learnability of language, establishing in the field of developmental psycholinguistics the substitution of the term "learning" for that of "acquisition". Currently, the constructivist models describe language acquisition as a process of ontogenetic, gradual, complex, and adaptive change. This new theoretical framework has been especially useful for rereading Verbal Behavior because it facilitates recovering the Skinnerian learning mechanisms. This can be observed in the recent research trends that recapture reinforcement and imitation (echoic responses), although they are now located in the initial phases of the process and are included in a cognitive dynamic that, by gradually increasing its complexity, can achieve grammar. The new constructivist theoretical framework, by retrieving the functional and referential aspects of language, can also take advantage of the classic Skinnerian proposal about the pragmatic types of verbal behavior, providing it with new meaning. PMID:15581237

López Ornat, Susana; Gallo, Pilar

2004-11-01

393

Languages for Specific Purposes Curriculum in the Context of Chinese-Language Flagship Programs  

ERIC Educational Resources Information Center

This article offers an overview of how the Language Flagship Program integrates languages for specific purposes (LSP) components into its broader mission of having students graduate with Superior Level linguistic proficiency and cultural competence, thus being well equipped to function as global professionals in the major of their choice. Turning…

Spring, Madeline K.

2012-01-01

394

Developing a Maori Language Mathematics Lexicon: Challenges for Corpus Planning in Indigenous Language Contexts  

ERIC Educational Resources Information Center

Over the last 25 years, there has been significant modernisation and elaboration of the Maori language mathematics lexicon and register to support the teaching of (Western) mathematics as a component of Maori-medium schooling. These developments are situated within the wider Maori language revitalisation movement in Aotearoa/New Zealand, of which…

Trinick, Tony; May, Stephen

2013-01-01

395

Pragmatic Language Development in Language Impaired and Typically Developing Children: Incorrect Answers in Context  

ERIC Educational Resources Information Center

This study focused on young children's incorrect answers to pragmatically demanding questions. Children with specific language impairment (SLI), including a subgroup with pragmatic language difficulties (PLD) and typically developing children answered questions targeting implicatures, based on a storybook and short verbal scenarios.…

Ryder, Nuala; Leinonen, Eeva

2014-01-01

396

Language and Ethnicity: Multiple Literacies in Context, Language Education in Guatemala  

ERIC Educational Resources Information Center

This study focuses on the research literature available in the United States on the evolution of language policy and planning issues involved in bilingual education programs in Mayan communities in Guatemala. I begin with general comments regarding language policy and planning for bilingual programs for ethnic groups within the borders of…

Helmberger, Janet L.

2006-01-01

397

The role of learning styles in second language learning among distance education students  

Microsoft Academic Search

This paper reports on a research done to study learning styles and their roles on the second language learning of the students of Payame Noor University (PNU), Ardabli center, Iran. The statistical population involved all of the Ardabil Payame Noor University English language students (N=457). From these, 112 students are selected as sample via random sampling. The questionnaire memletics is

Mahdi Moenikia; el Zahed-Babelan

2010-01-01

398

Implicit language learning: Adults’ ability to segment words in Norwegian*  

PubMed Central

Previous language learning research reveals that the statistical properties of the input offer sufficient information to allow listeners to segment words from fluent speech in an artificial language. The current pair of studies uses a natural language to test the ecological validity of these findings and to determine whether a listener’s language background influences this process. In Study 1, the “guessibility” of potential test words from the Norwegian language was presented to 22 listeners who were asked to differentiate between true words and nonwords. In Study 2, 22 adults who spoke one of 12 different primary languages learned to segment words from continuous speech in an implicit language learning paradigm. The task consisted of two sessions, approximately three weeks apart, each requiring participants to listen to 7.2 minutes of Norwegian sentences followed by a series of bisyllabic test items presented in isolation. The participants differentially accepted the Norwegian words and Norwegian-like nonwords in both test sessions, demonstrating the capability to segment true words from running speech. The results were consistent across three broadly-defined language groups, despite differences in participants’ language background. PMID:21512605

KITTLESON, MEGAN M.; AGUILAR, JESSICA M.; TOKERUD, GRY LINE; PLANTE, ELENA; ASBJØRNSEN, ARVE E.

2010-01-01

399

Motivational Dynamics in Language Learning: Change, Stability, and Context  

ERIC Educational Resources Information Center

Motivation as a variable in L2 development is no longer seen as the stable individual difference factor it was once believed to be: Influenced by process-oriented models and principles, and especially by the growing understanding of how complex dynamic systems work, researchers have been focusing increasingly on the dynamic and changeable nature…

Waninge, Freerkien; Dörnyei, Zoltán; De Bot, Kees

2014-01-01

400

A Vygotskian Approach to Evaluation in Foreign Language Learning Contexts.  

ERIC Educational Resources Information Center

Describes a research study based on the Vygotskian concepts of the zone of proximal development, scaffolding, private speech, and task and activity, as presented by Lantoff and Appel (1994). The research design draws on the work of Donato (1994) and Coughlan and Duff (1994), and applies their ideas to suggest a sociocultural approach to the…

de Almeida Mattos, Andrea Machado

2000-01-01

401

Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues. Routledge Studies in Computer Assisted Language Learning  

ERIC Educational Resources Information Center

This book provides the first comprehensive overview of theoretical issues, historical developments and current trends in ICALL (Intelligent Computer-Assisted Language Learning). It assumes a basic familiarity with Second Language Acquisition (SLA) theory and teaching, CALL and linguistics. It is of interest to upper undergraduate and/or graduate…

Heift, Trude; Schulze, Mathias

2012-01-01

402

Culture as the Core: Perspectives on Culture in Second Language Learning. A Volume in Research in Second Language Learning.  

ERIC Educational Resources Information Center

This collection of papers includes 12 chapters in two parts. Part 1 "Culture as the Core: Interdisciplinary Perspectives on Culture Teaching and Learning in the Second Language Curriculum," includes: (1) "Extending Communicative Concepts in the Second Language Curriculum: A Sociolinguistic Perspective" (Muriel Saville-Troike); (2) "Teaching along…

Lange, Dale, Ed.; Paige, R. Michael, Ed.

403

Musical Expertise and Second Language Learning  

PubMed Central

Increasing evidence suggests that musical expertise influences brain organization and brain functions. Moreover, results at the behavioral and neurophysiological levels reveal that musical expertise positively influences several aspects of speech processing, from auditory perception to speech production. In this review, we focus on the main results of the literature that led to the idea that musical expertise may benefit second language acquisition. We discuss several interpretations that may account for the influence of musical expertise on speech processing in native and foreign languages, and we propose new directions for future research. PMID:24961431

Chobert, Julie; Besson, Mireille

2013-01-01

404

Motivation and Learning Preferences of High School Students Learning English as a Foreign Language in Morocco.  

ERIC Educational Resources Information Center

Explored motivation and learning preferences of 336 high school students in Morocco regarding learning English as a foreign language. Students had well-defined and coherent learning preferences, with a five-factor model of motivation that were not completely in agreement with their teachers' preferences. Implications for learner-centered…

Kyriacou, Chris; Benmansour, Naima

1997-01-01

405

The perceptions of cooperative learning in computer-assisted language learning environmnets  

Microsoft Academic Search

The current prevailing trend in education strives to incorporate technology as much as possible into the English curriculum. In electronic environments, there is much more accessible mode to build up teaching and learning settings that develop collaborative skills. More attention is paid to discuss how computer-assisted language learning (CALL) environments are used in English learning. This paper aims to address

Huang Peiwen; Chen Shih-Jen; Hsu Fu-Hau

2011-01-01

406

WESTERN EUROPE E-CERTIFICATE PROGRAMS IN CONTEXT OF LIFELONG LEARNING Assistant Professor Doctor  

Microsoft Academic Search

In the twenty first centuries information age to obtain information and learning environment diversification leads to change learning process. Information obtained at the end of school in traditional education process meets a part of lifelong learning needs of learners. Increase at the level of individual information in different areas led to increase learner's social presences. In this context, lifelong learning

Mehmet Emin MUTLU

407

Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study  

ERIC Educational Resources Information Center

The purpose of this phenomenological study was to describe how Colombian adult English language learners (ELL) select and use language learning strategies (LLS). This study used Oxford's (1990a) taxonomy for LLS as its theoretical framework. Semi-structured interviews and a focus group interview, were conducted, transcribed, and analyzed for 12…

Paredes, Elsie Elena

2010-01-01

408

When Language of Instruction and Language of Application Differ: Cognitive Costs of Bilingual Mathematics Learning  

ERIC Educational Resources Information Center

Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific language of instruction and learning. The present study aims to examine…

Saalbach, Henrik; Eckstein, Doris; Andri, Nicoletta; Hobi, Reto; Grabner, Roland H.

2013-01-01

409

Associations between Chinese Language Classroom Environments and Students' Motivation to Learn the Language  

ERIC Educational Resources Information Center

Associations between the nature of Chinese Language Classroom Environments and Singapore secondary school students' motivation to learn the Chinese Language were investigated. A sample of 1,460 secondary three (grade 9) students from 50 express stream (above average academic ability) classes in Singapore government secondary schools was involved…

Chua, Siew Lian; Wong, Angela F. L.; Chen, Der-Thanq

2009-01-01

410

In Our Learners' Shoes. A Language Teacher's Reflections on Language Learning.  

ERIC Educational Resources Information Center

A language teacher's Japanese-language learning experiences in educational and immersion environments lead to assertions about the ineffectiveness of exclusive use of traditional instructional methodologies; exclusive dependence on osmosis for developing fluency; instructional materials that students perceive as beneath them; and assumptions that…

Cervi, David A.

1989-01-01

411

"Language Learning" Roundtable: Memory and Second Language Acquisition 2012, Hong Kong  

ERIC Educational Resources Information Center

Organized under the auspices of the "Language Learning" Roundtable Conference Grant (2012), this seminar aimed to provide an interactive forum for a group of second language acquisition (SLA) researchers with particular interests in cognitive linguistics and psycholinguistics to discuss key theoretical and methodological issues in the…

Wen, Zhisheng; McNeill, Arthur; Mota, Mailce Borges

2014-01-01

412

Thinking About Sounds: An Introduction to Language Learning. Arapaho Language--Student Workbook.  

ERIC Educational Resources Information Center

Part of a series on Arapaho Language, the student workbook introduces sounds and their relationship to language learning. The workbook presents explanations of sounds made by mammals, birds, and amphibians; vibrations made by vocal cords; the use of the tongue or shape of the mouth to make sounds; and human speech sounds. Exercises in speech and…

Kruse, Babs

413

The role of advance organizer on English language learning as a second language  

Microsoft Academic Search

This research was done to study the role of advance organizer on English language learning as a second language. To do so 65 subjects (two classes) were selected as experimental group and 76 subjects (two classes) were selected as control group via random sampling from 31000 students of Ardabil city high schools in 2008-9 academic years. Before treatment, pretest was

Maryam Mohammadi; Mahdi Moenikia; Adel Zahed-Babelan

2010-01-01

414

Language learning and control in monolinguals and bilinguals.  

PubMed

Parallel language activation in bilinguals leads to competition between languages. Experience managing this interference may aid novel language learning by improving the ability to suppress competition from known languages. To investigate the effect of bilingualism on the ability to control native-language interference, monolinguals and bilinguals were taught an artificial language designed to elicit between-language competition. Partial activation of interlingual competitors was assessed with eye-tracking and mouse-tracking during a word recognition task in the novel language. Eye-tracking results showed that monolinguals looked at competitors more than bilinguals, and for a longer duration of time. Mouse-tracking results showed that monolinguals' mouse movements were attracted to native-language competitors, whereas bilinguals overcame competitor interference by increasing the activation of target items. Results suggest that bilinguals manage cross-linguistic interference more effectively than monolinguals. We conclude that language interference can affect lexical retrieval, but bilingualism may reduce this interference by facilitating access to a newly learned language. PMID:22462514

Bartolotti, James; Marian, Viorica

2012-08-01

415

Science teachers' learning in a context of collaborative professional development  

NASA Astrophysics Data System (ADS)

The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The presence of multi-grade levels of teachers in the Collaborative Program creates a bi-directional learning environment; and, (8) The only consistent concerns, suggestions, and compliments about the Collaborative Program focus on the application of technology.

Faraji, Hassan

416

An Hypermedia Multilevel Interactive Language Learning Tool.  

ERIC Educational Resources Information Center

This paper describes technical and educational issues related to the development of SIMMPATICO, a multimedia tool for the teaching of Portuguese as a foreign language. The first section presents an overview of the motivation for the project. Package organization is discussed in the second section, including the linguistic approach and its…

Miranda, Antonio J.; Ramos, Fernando; Caixinha, Helder; Mealha, Oscar

417

Teaching Language Arts: Learning through Dialogue.  

ERIC Educational Resources Information Center

Offering an alternative to traditional language arts methods textbooks, this collection of 20 essays by master teachers is grouped into 4 main sections. Following an introduction, essays in the book are: (1) "Walter" (Vivian Gussin Paley); (2) "Children Become Writers: A Conversation with Two Teachers" (Cyndy Hoffman and Carol E. Sharp); (3)…

Lindfors, Judith Wells, Ed.; Townsend, Jane S., Ed.

418

Art: Another Language for Learning. Third Edition.  

ERIC Educational Resources Information Center

This handbook, written for teachers, art teachers, and parents of young children, describes actual elementary school classroom experiences. Each anecdote is juxtaposed with a simple explanation of its philosophical and psychological rationale. Symbolic representation of the environment through art making is seen as a natural language, a…

Cohen, Elaine Pear; Gainer, Ruth Straus

419

Even Math Requires Learning Academic Language  

ERIC Educational Resources Information Center

ELLs need to practice using the language in their speech. Teachers can ask students to restate the definition in their own words and provide opportunities for students to use academic vocabulary in discussions. Chunking (instead of teaching inch in isolation, also teach foot, centimeter, and yard) helps students develop their schema and mentally…

Barrow, Melissa A.

2014-01-01

420

Second-Language Learning through Imaginative Theory  

ERIC Educational Resources Information Center

This article explores how Egan's (1997) work on imagination can enrich our understanding of teaching English as a second language (ESL). Much has been written on ESL teaching techniques; however, some of this work has been expounded in a standard educational framework, which is what Egan calls an assembly-line model. This model can easily underlie…

Broom, Catherine

2011-01-01

421

Computer-Assisted Learning in Language Arts  

ERIC Educational Resources Information Center

A description of computer program segments in the feasibility and development phase of Operationally Relevant Activities for Children's Language Experience (Project ORACLE); original form of this paper was prepared by Serwer for presentation to annual meeting of New England Research Association (1st, Boston College, June 5-6, 1969). (Authors/RD)

Serwer, Blanche L.; Stolurow, Lawrence M.

1970-01-01

422

Raising language awareness in peer interaction: a cross-context, cross-methodology examination  

Microsoft Academic Search

In this paper, both a cognitive and a sociocultural theoretical perspective are used to bring together findings from two studies that investigated the effects of instruction designed to enhance the potentially positive effect of peer interaction on L2 development. Despite differences between the studies’ learning contexts, participants’ age, and research design, a comparative examination of their findings promotes our overall

Masatoshi Sato; Susan Ballinger

2012-01-01

423

Phonology, working memory, and foreign-language learning.  

PubMed

Three tasks were used to predict English learning by Finnish children over a three-year period. In the pseudoword repetition task the pupils had to repeat aloud tape-recorded pseudowords sounding like Finnish or English. In the pseudoword copying task the pupils saw strings of letters resembling Finnish or English words and copied them when they had disappeared from view. When comparing syntactic-semantic structures, the pupils had to find the syntactically matching pairs from two sets of Finnish sentences. Repetition and copying accuracy and the ability to compare syntactic-semantic structures predicted English learning. Intercorrelations between test scores and English and mathematics grades suggest that repetition and copying accuracy were specifically related to language learning. It is concluded that the ability to represent unfamiliar phonological material in working memory underlies the acquisition of new vocabulary items in foreign-language learning. PMID:1636010

Service, E

1992-07-01

424

Bilingual speech-in-noise: neural bases of semantic context use in the native language.  

PubMed

Bilingual listeners comprehend speech-in-noise better in their native than non-native language. This native-language benefit is thought to arise from greater use of top-down linguistic information to assist degraded speech comprehension. Using functional magnetic resonance imaging, we recently showed that left angular gyrus activation is modulated when semantic context is used to assist native language speech-in-noise comprehension (Golestani, Hervais-Adelman, Obleser, & Scott, 2013). Here, we extend the previous work, by reanalyzing the previous data alongside the results obtained in the non-native language of the same late bilingual participants. We found a behavioral benefit of semantic context in processing speech-in-noise in the native language only, and the imaging results also revealed a native language context effect in the left angular gyrus. We also find a complementary role of lower-level auditory regions during stimulus-driven processing. Our findings help to elucidate the neural basis of the established native language behavioral benefit of speech-in-noise processing. PMID:24594855

Hervais-Adelman, Alexis; Pefkou, Maria; Golestani, Narly

2014-05-01

425

Context-Adaptive Learning Designs by Using Semantic Web Services  

ERIC Educational Resources Information Center

IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources--whether data or services--within the learning design is done manually at design-time on the basis of the subjective appraisals…

Dietze, Stefan; Gugliotta, Alessio; Domingue, John

2007-01-01

426

Modern Languages: Learning and Teaching in an Intercultural Field  

ERIC Educational Resources Information Center

This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer. This book is written during a time of upheaval and crisis in the field of modern languages and in the context of hi of…

Phipps, Alison; Gonzalez, Mike

2004-01-01

427

Evaluating Interactive Gaming as a Language Learning Tool Yolanda A. Rankin  

E-print Network

for students learning English as a second language. 1 Introduction Typically, foreign language students learning environment for second language acquisition. Based upon this premise, we intro- duce a game-languageEvaluating Interactive Gaming as a Language Learning Tool Yolanda A. Rankin Northwestern University

Gooch, Bruce

428

Contexts of mentoring and opportunities for learning to teach: a comparative study of mentoring practice  

Microsoft Academic Search

Drawing on data from twenty-three US, UK, and Chinese mentor teachers, this study explores the relationship between contexts of mentoring and mentoring practice. It discusses learning opportunities created by mentoring in different contexts for novices to learn to teach. Through comparative analysis, it finds that mentoring practices show greater differences across programs and countries than within. This is the case

Jian Wang

2001-01-01

429

A Context-sensitive Graph Grammar Formalism for the Specification of Visual Languages  

Microsoft Academic Search

Graph grammars may be used as natural and powerful syntax-definition formalisms for visual programming languages. Yet most graph-grammar parsing algorithms presented so far are either unable to recognize interesting visual languages or tend to be inefficient (with exponential time complexity) when applied to graphs with a large number of nodes and edges. This paper presents a context-sensitive graph grammar called

Da-qian Zhang; Kang Zhang; Jiannong Cao

2001-01-01

430

Learning over time: uses of intercontextuality, collective memories, and classroom chronotopes in the construction of learning opportunities in a ninth-grade language arts classroom  

Microsoft Academic Search

Framed within interactional sociolinguistics, microethnographic discourse analysis, and cognitive science, we examine how intercontextuality, collective memories, and classroom chronotopes were used in generating learning opportunities in a ninth-grade language arts classroom. Five consecutive videorecorded lessons were analyzed focusing on how the teacher and students constructed relationships among past, present, and future events and contexts. Among the grounded theoretical constructs generated

David Bloome; Marlene Beierle; Margaret Grigorenko; Susan Goldman

2009-01-01

431

Neural networks involved in learning lexical-semantic and syntactic information in a second language  

PubMed Central

The present study used functional magnetic resonance imaging (fMRI) to investigate the neural correlates of language acquisition in a realistic learning environment. Japanese native speakers were trained in a miniature version of German prior to fMRI scanning. During scanning they listened to (1) familiar sentences, (2) sentences including a novel sentence structure, and (3) sentences containing a novel word while visual context provided referential information. Learning-related decreases of brain activation over time were found in a mainly left-hemispheric network comprising classical frontal and temporal language areas as well as parietal and subcortical regions and were largely overlapping for novel words and the novel sentence structure in initial stages of learning. Differences occurred at later stages of learning during which content-specific activation patterns in prefrontal, parietal and temporal cortices emerged. The results are taken as evidence for a domain-general network supporting the initial stages of language learning which dynamically adapts as learners become proficient. PMID:25400602

Mueller, Jutta L.; Rueschemeyer, Shirley-Ann; Ono, Kentaro; Sugiura, Motoaki; Sadato, Norihiro; Nakamura, Akinori

2014-01-01

432

Hybrid Approach for Language Identification Oriented to Multilingual Speech Recognition in the Basque Context  

NASA Astrophysics Data System (ADS)

The development of Multilingual Large Vocabulary Continuous Speech Recognition systems involves issues as: Language Identification, Acoustic-Phonetic Decoding, Language Modelling or the development of appropriated Language Resources. The interest on Multilingual Systems arouses because there are three official languages in the Basque Country (Basque, Spanish, and French), and there is much linguistic interaction among them, even if Basque has very different roots than the other two languages. This paper describes the development of a Language Identification (LID) system oriented to robust Multilingual Speech Recognition for the Basque context. The work presents hybrid strategies for LID, based on the selection of system elements by Support Vector Machines and Multilayer Perceptron classifiers and stochastic methods for speech recognition tasks (Hidden Markov Models and n-grams).

Barroso, N.; de Ipiña, K. López; Ezeiza, A.; Barroso, O.; Susperregi, U.

433

Explaining Learning Gaps in Namibia: The Role of Language Proficiency  

ERIC Educational Resources Information Center

In a multilingual context, this study investigates the role on mathematics achievement of the provision of instruction in the home language. It compares characteristics of 5048 Grade 6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to…

Garrouste, Christelle

2011-01-01

434

Learning about language and speech from Deep Brain Stimulation  

Microsoft Academic Search

Neuroscientific concepts of language mostly focus on distributed networks, comprising various cortical areas that operate distinct linguistic processes. The role of subcortical structures in these networks is largely hypothetical, whereas their relevance in motor processing is certain. In this context, considerable evidence could be obtained from Deep Brain Stimulation (DBS), a therapy for different movement disorders. In DBS, the functional

Fabian Klostermann; Lea Krugel; Michael Wahl

435

Genre and Language Learning: A Social Semiotic Perspective  

ERIC Educational Resources Information Center

This paper provides a basic introduction to the genre-based literacy research undertaken over the past three decades by educators and functional linguists in Australia and their innovative contributions to literacy pedagogy and curriculum. It focuses on the concept of genre, its place within the model of language and context developed as systemic…

Martin, J. R.

2009-01-01

436

Statistical Learning of Two Artificial Languages Presented Successively: How Conscious?  

PubMed Central

Statistical learning is assumed to occur automatically and implicitly, but little is known about the extent to which the representations acquired over training are available to conscious awareness. In this study, we focus on whether the knowledge acquired in a statistical learning situation is available to conscious control. Participants were first exposed to an artificial language presented auditorily. Immediately thereafter, they were exposed to a second artificial language. Both languages were composed of the same corpus of syllables and differed only in the transitional probabilities. We first determined that both languages were equally learnable (Experiment 1) and that participants could learn the two languages and differentiate between them (Experiment 2). Then, in Experiment 3, we used an adaptation of the Process-Dissociation Procedure (Jacoby, 1991) to explore whether participants could consciously manipulate the acquired knowledge. Results suggest that statistical information can be used to parse and differentiate between two different artificial languages, and that the resulting representations are available to conscious control. PMID:21960981

Franco, Ana; Cleeremans, Axel; Destrebecqz, Arnaud

2011-01-01

437

Learning Outcomes and Students Learning English as a Second Language  

Microsoft Academic Search

In order to better understand the educational outcomes of English language learners enrolled in two distinct programs at this school, the researcher, a 4 th \\/5 th grade bilingual teacher, studied leading research in the field of bilingual education, administered and analyzed assessments and interviewed participants' families as well as colleagues. The premise of the study was to compare literacy

Abigail Felber-Smith

2009-01-01

438

A Case Study of Chinese University English as a Foreign Language (EFL) Students' Attitudes toward Learning Technologies  

ERIC Educational Resources Information Center

This qualitative case study investigates Chinese university English in the context of foreign language (EFL) learners' attitudes about video-aided instruction (VAI), video recording instruction, and mobile phone instruction (learning technologies). When I was working as an English teacher in Mainland China, several instructors and students stated…

Hayes, Kenneth Michael

2010-01-01

439

Exploring teaching practices and their influence on students' learning experiences of the English language in class 1  

Microsoft Academic Search

The purpose of my study was to understand teaching practices and their influence on students' learning experiences in English language in Class 1. The research was conducted in the context of an English medium private school in Karachi with two teachers and six students. Within the qualitative paradigm and case study approach teachers' perceptions, practices, pedagogies, strategies and challenges were

Umbreen Sultana

2009-01-01

440

Apprentices' and Trainees' English Language and Literacy Skills in Workplace Learning and Performance: Employer and Employee Opinion. Australian Apprenticeships.  

ERIC Educational Resources Information Center

A study investigated ways employers and their apprentices and trainees perceive how these employees' English language and literacy (ELL) skills affect their learning and performance in the workplace in the current context of New Apprenticeships. The research design and methodology involved sending an opinion survey to a stratified random sample of…

O'Neill, Shirley; Gish, Annabelle

441

Acquisition of Second-Language Speech: Effects of Visual Cues, Context, and Talker Variability.  

ERIC Educational Resources Information Center

Investigated the influence of a talker's face (e.g., articulatory gestures) and voice, vocalic context, and word position in the training of Japanese and Korean English as a Second Language to identify American English /r/ and /l/. Findings revealed significant effects of training type, talker, word position, and vowel. Findings are compatible…

Hardison, Debra M.

2003-01-01

442

Adults' and Children's Language in Different Situational Contexts in Italian Nursery and Infant Schools  

ERIC Educational Resources Information Center

The aim of the present study is to analyse, through direct observations, the communicative competence of children's caregivers and children's language development in different situational contexts in Italian nursery schools (for children aged between six and 36 months, i.e. creches) and infant schools (for children aged between 38 and 72 months,…

Majorano, Marinella; Cigala, Ada; Corsano, Paola

2009-01-01

443

Publishing Strategies of Young, Highly Mobile Academics: The Question of Language in the European Context  

ERIC Educational Resources Information Center

This paper examines links between publishing strategies and the academic mobility of multilingual entry-level scholars in the European context against the backdrop of European Union (EU) policies and research on academic labor market characteristics, skilled migration and scholarly publishing. An analysis of language of publication, patterns of…

Anderson, Laurie

2013-01-01

444

Salience and Context: Interpretation of Metaphorical and Literal Language by Young Adults Diagnosed with Asperger's Syndrome  

Microsoft Academic Search

Asperger's Syndrome (AS) involves difficulties in social communication but no delays in language or cognitive development. According to the received view, individuals with AS are biased toward the literal and are insensitive to contextual cues. According to the graded salience hypothesis (Giora, 1997, 2003), participants with AS and controls would be sensitive to both context and degree of salience rather

Rachel Giora; Oshrat Gazal; Idit Goldstein; Ofer Fein; Argyris Stringaris

2012-01-01

445

How knowledge of context and radicals influences a person's ability to learn to read Chinese characters  

E-print Network

Learning a new language is not always easy. This is particularly the case for native English speakers, who are used to letters combining to form words and tones expressing emotion, trying to learn Chinese. Mandarin Chinese ...

Kortz, Tanya M

2012-01-01

446

A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums  

ERIC Educational Resources Information Center

This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning

Shaw, Ruey-Shiang

2012-01-01

447

Machine Translation-Assisted Language Learning: Writing for Beginners  

ERIC Educational Resources Information Center

The few studies that deal with machine translation (MT) as a language learning tool focus on its use by advanced learners, never by beginners. Yet, freely available MT engines (i.e. Google Translate) and MT-related web initiatives (i.e. Gabble-on.com) position themselves to cater precisely to the needs of learners with a limited command of a…

Garcia, Ignacio; Pena, Maria Isabel

2011-01-01

448

The Language Learning Motivation of Early Adolescent French Immersion Graduates  

ERIC Educational Resources Information Center

This interpretive multiple case study examines the motivation to learn a second language among sixth grade students who attended a French immersion school for grades K-5. Parent surveys, student surveys based on Gardner's Attitude/Motivation Test Battery, and individual and group interviews with students were the data sources used to identify…

Wesely, Pamela M.

2009-01-01

449

The Assessment of Self-Access Language Learning: Practical Challenges  

ERIC Educational Resources Information Center

Self-access centers are a popular type of language support offered by an increasing number of schools and universities around the world. Assessment of the learning that takes place in such centers is seen as both crucial and problematic. Many barriers to successful assessment appear to exist, but these have not been comprehensively documented,…

Reinders, Hayo; Lazaro, Noemi

2008-01-01

450

Prisoners Teaching ESL: A Learning Community among "Language Partners"  

ERIC Educational Resources Information Center

This article features Language Partners, an ESL program offered at the Danville Correctional Center, a medium-security men's prison in central Illinois. The program in which prisoners teach ESL classes, supported by volunteer teacher-trainers, is a learning community with immense and sometimes unforeseen value. The authors discuss reasons for…

Olinger, Andrea; Bishop, Hugh; Cabrales, Jose; Ginsburg, Rebecca; Mapp, Joseph; Mayorga, Orlando; Nava, Erick; Nunez, Elfego; Rosas, Otilio; Slater, Andre; Sorenson, LuAnn; Sosnowski, Jim; Torres, Agustin

2012-01-01

451

Deliberate Learning and Vocabulary Acquisition in a Second Language  

ERIC Educational Resources Information Center

This study investigates outcomes of deliberate learning on vocabulary acquisition in a second language (L2). Acquisition of 48 pseudowords was measured using the lexical decision task with visually presented stimuli. The experiments drew on form priming, masked repetition priming, and automatic semantic priming procedures. Data analyses revealed a…

Elgort, Irina

2011-01-01

452

One Speaker, Two Languages: Learning Opportunities in the Mathematics Classroom  

ERIC Educational Resources Information Center

The data reported in this article come from a large project whose goal was to explore how Latin American students in Catalonia, Spain use their two languages--Spanish and Catalan--to support their learning of mathematics in small groups with other students who are Spanish- or Catalan-dominant. For 5 years, lessons from bilingual mathematics…

Planas, Núria

2014-01-01

453

KGL: A Language for Learning Kenneth A. Kaufman  

E-print Network

, the extraction of important knowledge may require many trials and errors, and multiple executions of different learning tasks and acquire different kinds of knowledge, depending on the problem at hand. We have developed a high-level language, called KGL, in which a data analyst can plan data-mining and knowledge

Michalski, Ryszard S.

454

Learning Standards for English Language Arts. Revised Edition.  

ERIC Educational Resources Information Center

This revised edition of the "Learning Standards for English Language Arts" for New York State incorporates changes to the content standards and performance indicators based on extensive review by the public. The four standards described in the booklet are that students will read, write, listen, and speak (1) for information and understanding; (2)…

New York State Education Dept., Albany.

455

A Reflection on "The Language Learning Potential" of Written CF  

ERIC Educational Resources Information Center

For more than 30 years, different opinions about whether written corrective feedback (CF) is a worthwhile pedagogical practice for L2 learning and acquisition have been voiced. Despite the arguments for and against its potential to help L2 learners acquire the target language and the inconclusive findings across studies that have sought answers to…

Bitchener, John

2012-01-01

456

Disordered Communication Processes Associated with Foreign Language Learning.  

ERIC Educational Resources Information Center

It has been observed that some American students develop disorders of communication when learning a foreign language by the audiolingual method. Such disorders take various forms - "word deafness," articulatory defects and deviations in vocal quality. A project to study these phenomena began in 1959 at Purdue University. One study examined the…

Hocking, Elton; And Others

457

Space-Centred English Language Learning: The Cyprus Case  

ERIC Educational Resources Information Center

This paper discusses a study conducted in the Ledra/Lokmaci Milieu in Cyprus, the area in the centre of the divided walled city of Nicosia where Greek and Turkish Cypriots have to use English to communicate with one another. The aim of the study was to locate the effects of a learning space on language learners, teachers and syllabus designers.…

Kurt, Mustafa; Kurt, Sevinc

2013-01-01

458

Folk Beliefs about Second Language Learning and Teaching  

ERIC Educational Resources Information Center

What do students and teachers believe about the second language learning process? What if these beliefs are in conflict with each other or with prevailing applied linguistic theories? These are the types of questions that are investigated within folk linguistic research. Some researchers have taken a quantitative approach that relied on…

Pasquale, Michael

2011-01-01

459

Yes, You Can Learn Foreign Language Pronunciation by Sight!  

ERIC Educational Resources Information Center

Describes the Envelope Vowel Approximation System (EVAS), a foreign language pronunciation learning system which allows students to see as well as hear a pedagogical model of a sound, and to compare their own utterances of that sound to the model as they pronounce the same sound. (Author/CMV)

Richmond, Edmun B.; And Others

1979-01-01

460

Media, Media Technologies, and Language Learning: Some Applied Linguistic Perspectives.  

ERIC Educational Resources Information Center

An applied linguistic framework is presented within which specific applications of media technologies may be applied to language learning. The first two parts of the paper focus on the impact of media on linguistic communication and the possibilities offered by media technologies such as newspapers, radio, television, telephone/telex, computer…

Little, David

461

Teaching Reading through Computer-Assisted Language Learning  

ERIC Educational Resources Information Center

To study the role of reading in secondary schools and how it may be improved through computers, a year-long study was conducted to examine which of two methods of teaching reading skills, an instructor-led class vs. computer-assisted language learning (CALL), aided secondary students in improving the literal, inferential, and evaluative levels of…

Bhatti, Tariq Muhammad

2013-01-01

462

Workshop on Interactive Language Learning, Visualization, and Interfaces  

E-print Network

ACL 2014 Workshop on Interactive Language Learning, Visualization, and Interfaces Proceedings Order copies of this and other ACL proceedings from: Association for Computational Linguistics (ACL) 209 N. Eighth Street Stroudsburg, PA 18360 USA Tel: +1-570-476-8006 Fax: +1-570-476-0860 acl

463

Optimizing Language Instruction: Matters of Explicitness, Practice, and Cue Learning  

ERIC Educational Resources Information Center

Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer…

Stafford, Catherine A.; Bowden, Harriet Wood; Sanz, Cristina

2012-01-01

464

Using Music to Accelerate Language Learning: An Experimental Study  

ERIC Educational Resources Information Center

In recent years there has been considerable public interest in the extra-musical effects of music education, but this has been accompanied by sustained scholarly investigation only to some extent. Research findings have tentatively suggested, however, that a relationship exists between musical learning and language development. This empirical…

Legg, Robert

2009-01-01

465

Providing quality language training since 1992 Learn English  

E-print Network

Providing quality language training since 1992 Learn English at Dublin City University Ireland · Cultural outings · Irish music · Visit the lively Temple bar area · Sample Dublin's nightlife · Go shopping on Grafton Street · Take a weekend trip to the countryside Ireland's capital has great shopping and nightlife

Wu, Yih-Min

466

Assessing Intercultural Capability in Learning Languages: Some Issues and Considerations  

ERIC Educational Resources Information Center

Teachers of languages, as well as educators in general and employers, increasingly recognise the importance of developing intercultural capability. This recognition, however, brings the question of how this is evidenced as an outcome of learning. The assessment of this capability poses a range of theoretical and practical challenges. I begin with…

Scarino, Angela

2009-01-01

467

Teachers' Workplace Learning within Informal Contexts of School Cultures in the United States and Lithuania  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to explore informal contexts of teachers' workplace professional learning and inform educational researchers, teacher educators, administrators and teachers about ways in which teachers learn to improve their practice. By questioning how teachers learn on-the-job to be better teachers and how school cultures…

Jurasaite-Harbison, Elena

2009-01-01

468

The Effectiveness of Using Procedural Scaffoldings in a Paper-Plus-Smartphone Collaborative Learning Context  

ERIC Educational Resources Information Center

The purpose of this study was to evaluate the effectiveness of using procedural scaffoldings in fostering students' group discourse levels and learning outcomes in a paper-plus-smartphone collaborative learning context. All participants used built-in camera smartphones to learn new knowledge by scanning Quick Response (QR) codes, a type of…

Huang, Hui-Wen; Wu, Chih-Wei; Chen, Nian-Shing

2012-01-01

469

Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning  

ERIC Educational Resources Information Center

Recent progress in wireless and sensor technologies has lead to a new development of learning environments, called context-aware ubiquitous learning environment, which is able to sense the situation of learners and provide adaptive supports. Many researchers have been investigating the development of such new learning environments; nevertheless,…

Hwang, Gwo-Jen; Tsai, Chin-Chung; Yang, Stephen J. H.

2008-01-01

470

The Context of Professional Learning for Inclusion: A 4-Ply Model  

ERIC Educational Resources Information Center

This paper outlines the findings from one dimension of a large-scale research project which addressed the PL requirements of specialist inclusion/SEN teachers in Ireland. Two aspects relating to the context of professional learning are explored here: the professional learning opportunities preferred by teachers and the professional learning

O'Gorman, Elizabeth

2010-01-01

471

College Students' Conceptions of Context-Aware Ubiquitous Learning: A Phenomenographic Analysis  

ERIC Educational Resources Information Center

The purpose of this study was to explore students' conceptions of context-aware ubiquitous learning (u-learning). The students participated in a u-learning exercise using PDAs equipped with RFID readers. The data were collected from individual interviews with each of the students by a trained researcher, and the responses of the interviewees were…

Tsai, Pei-Shan; Tsai, Chin-Chung; Hwang, Gwo-Haur

2011-01-01

472

Struggling with Involuntary Expressive Behaviours: Chinese Doctors' Professional Learning in Working Contexts  

ERIC Educational Resources Information Center

Purpose: This paper aims to explore what Chinese doctors have learned in authentic medical practice, what they want to learn, and the dynamics behind their professional learning in working contexts. Design/methodology/approach: The paper uses Narrative Inquiry, qualitative data which were collected by open-ended face-to-face interviews and…

Ma, Songge

2012-01-01

473

Culture as a Tool: Facilitating Knowledge Construction in the Context of a Learning Community  

ERIC Educational Resources Information Center

Knowledge construction is regarded as an effective learning model in practice. When more and more learning communities are organized to promote knowledge construction, it is necessary to know how to use different tools to support knowledge construction in the learning community context. In the literature, few researchers discuss how to construct…

Chang, Bo

2010-01-01

474

CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations  

Microsoft Academic Search

This article is intended to spark a discussion between two research communities—scholars who study learning and scholars who study educational organizations. A secondary purpose is to encourage researchers to look beyond schools to examine learning in other types of educational organizations. The authors outline a framework to guide research on the relationship between learning and the social contexts afforded by

Rodney T. Ogawa; Rhiannon Crain; Molly Loomis; Tamara Ball

2008-01-01

475

How the Context Matters. Literal and Figurative Meaning in the Embodied Language Paradigm  

PubMed Central

The involvement of the sensorimotor system in language understanding has been widely demonstrated. However, the role of context in these studies has only recently started to be addressed. Though words are bearers of a semantic potential, meaning is the product of a pragmatic process. It needs to be situated in a context to be disambiguated. The aim of this study was to test the hypothesis that embodied simulation occurring during linguistic processing is contextually modulated to the extent that the same sentence, depending on the context of utterance, leads to the activation of different effector-specific brain motor areas. In order to test this hypothesis, we asked subjects to give a motor response with the hand or the foot to the presentation of ambiguous idioms containing action-related words when these are preceded by context sentences. The results directly support our hypothesis only in relation to the comprehension of hand-related action sentences. PMID:25531530

Cuccio, Valentina; Ambrosecchia, Marianna; Ferri, Francesca; Carapezza, Marco; Lo Piparo, Franco; Fogassi, Leonardo; Gallese, Vittorio

2014-01-01

476

Language as a multimodal phenomenon: implications for language learning, processing and evolution  

PubMed Central

Our understanding of the cognitive and neural underpinnings of language has traditionally been firmly based on spoken Indo-European languages and on language studied as speech or text. However, in face-to-face communication, language is multimodal: speech signals are invariably accompanied by visual information on the face and in manual gestures, and sign languages deploy multiple channels (hands, face and body) in utterance construction. Moreover, the narrow focus on spoken Indo-European languages has entrenched the assumption that language is comprised wholly by an arbitrary system of symbols and rules. However, iconicity (i.e. resemblance between aspects of communicative form and meaning) is also present: speakers use iconic gestures when they speak; many non-Indo-European spoken languages exhibit a substantial amount of iconicity in word forms and, finally, iconicity is the norm, rather than the exception in sign languages. This introduction provides the motivation for taking a multimodal approach to the study of language learning, processing and evolution, and discusses the broad implications of shifting our current dominant approaches and assumptions to encompass multimodal expression in both signed and spoken languages. PMID:25092660

Vigliocco, Gabriella; Perniss, Pamela; Vinson, David

2014-01-01

477

Cognitive deficits are a matter of emotional context: Inflexible strategy use mediates context-specific learning impairments in OCD.  

PubMed

The present study examines the interplay between cognitive deficits and emotional context in obsessive-compulsive disorder (OCD) and social phobia (SP). Specifically, this study examines whether the inflexible use of efficient learning strategies in an emotional context underlies impairments in probabilistic classification learning (PCL) in OCD, and whether PCL impairments are specific to OCD. Twenty-three participants with OCD, 30 participants with SP and 30 healthy controls completed a neutral and an OCD-specific PCL task. OCD participants failed to adopt efficient learning strategies and showed fewer beneficial strategy switches than controls only in an OCD-specific context, but not in a neutral context. Additionally, OCD participants did not show any explicit memory impairments. Number of beneficial strategy switches in the OCD-specific task mediated the difference in PCL performance between OCD and control participants. Individuals with SP were impaired in both PCL tasks. In contrast to neuropsychological models postulating general cognitive impairments in OCD, the present findings suggest that it is the interaction between cognition and emotion that is impaired in OCD. Specifically, activated disorder-specific fears may impair the flexible adoption of efficient learning strategies and compromise otherwise unimpaired PCL. Impairments in PCL are not specific to OCD. PMID:24801151

Zetsche, Ulrike; Rief, Winfried; Westermann, Stefan; Exner, Cornelia

2015-02-01

478

Foreign Language Learning Difficulties in Italian Children: Are They Associated with Other Learning Difficulties?  

ERIC Educational Resources Information Center

A group of seventh- and eighth-grade Italian students with low achievement (LA) in learning English as a foreign language (FL) was selected and compared to a group with high achievement (HA) in FL learning. The two groups were matched for age and nonverbal intelligence. Two experiments were conducted to examine the participants' verbal and…

Ferrari, Marcella; Palladino, Paola

2007-01-01

479

Self-Regulated Learning in Learning Environments with Pedagogical Agents that Interact in Natural Language  

ERIC Educational Resources Information Center

This article discusses the occurrence and measurement of self-regulated learning (SRL) both in human tutoring and in computer tutors with agents that hold conversations with students in natural language and help them learn at deeper levels. One challenge in building these computer tutors is to accommodate, encourage, and scaffold SRL because these…

Graesser, Arthur; McNamara, Danielle

2010-01-01

480

Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities  

ERIC Educational Resources Information Center

This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language

Saenz, Laura M.; Fuchs, Lynn S.; Fuchs, Douglas

2005-01-01

481

The Use of Prosodic Cues in Learning New Words in an Unfamiliar Language  

ERIC Educational Resources Information Center

The artificial language learning paradigm was used to investigate to what extent the use of prosodic features is universally applicable or specifically language driven in learning an unfamiliar language, and how nonnative prosodic patterns can be learned. Listeners of unrelated languages--Dutch (n = 100) and Korean (n = 100)--participated. The…

Kim, Sahyang; Broersma, Mirjam; Cho, Taehong

2012-01-01

482

MANDARIN LEARNING USING SPEECH AND LANGUAGE TECHNOLOGIES: A TRANSLATION GAME IN THE TRAVEL DOMAIN  

E-print Network

Second language learning is becoming a compelling activity to enhance people's skill set. While the demand for learning foreign languages is increasing, teaching methods for second language acquisition of the language content. Our aim is to help students learn to express themselves in Mandarin in a variety

483

Language of Learning and Teaching in Schools: An Issue for Research in Mathematics Teacher Education?  

ERIC Educational Resources Information Center

Most countries in Africa have introduced the use of local languages as the language of learning and teaching for the first few years of schooling. Meaning that for the first few years of learning, learners learn mathematics in their local languages. In response to this, most research has focused on the challenges of using local languages in…

Chitera, N.

2011-01-01

484

Advanced Foreign Language Learning: A Challenge to College Programs. Issues in Language Program Direction.  

ERIC Educational Resources Information Center

This book includes the following chapters: "Literacy and Advanced Foreign Language Learning: Rethinking he Curriculum" (Richard G. Kern); "A Template for Advanced Learner Tasks: Staging Genre Reading and Cultural Literacy Through the Precis" (Janet Swaffar); "Fostering Advanced L2 Literacy: A Genre-Based, Cognitive Approach" (Heidi Byrnes,…

Byrnes, Heidi, Ed.; Maxim, Hiram H., Ed.

485

English Language Teachers' Perceptions of Computer-Assisted Language Learning  

ERIC Educational Resources Information Center

A growing number of studies have reported the potential use of computer-assisted language learning (CALL) and other types of technology for ESL and EFL students. So far, most studies on CALL have focused on CALL-classroom comparisons (Chenoweth & Murday, 2003; Chenoweth, Ushida, & Murday, 2007; Fitze, 2006; Neri, Mich, Gerosa, &…

Feng, Yu Lin

2012-01-01

486

MORPHOLOGICAL LEARNING IN A NOVEL LANGUAGE: A CROSS-LANGUAGE COMPARISON.  

PubMed

Abstract Being able to extract and interpret the internal structure of complex word forms such as the English word dance+r+s is crucial for successful language learning. We examined whether the ability to extract morphological information during word learning is affected by the morphological features of one's native tongue. Spanish and Finnish adult participants performed a word-picture associative learning task in an artificial language where the target words included a suffix marking the gender of the corresponding animate object. The short exposure phase was followed by a word recognition task and a generalization task for the suffix. The participants' native tongues vary greatly in terms of morphological structure, leading to two opposing hypotheses. On the one hand, Spanish speakers may be more effective in identifying gender in a novel language because this feature is present in Spanish but not in Finnish. On the other hand, Finnish speakers may have an advantage as the abundance of bound morphemes in their language calls for continuous morphological decomposition. The results support the latter alternative, suggesting that lifelong experience on morphological decomposition provides an advantage in novel morphological learning. PMID:25396284

Havas, Viktória; Waris, Otto; Vaquero, Lucia; Rodríguez-Fornells, Antoni; Laine, Matti

2014-11-14

487

Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. Applied Linguistics and Language Study.  

ERIC Educational Resources Information Center

This book brings together a series of empirical studies into the use of pedagogical tasks for second language learning, with a view to better understanding the structure of tasks, their impact on students, and their use by teachers. This edited volume starts with an introduction to the background and key issues in the topic area. Each section…

Bygate, Martin; Skehan, Peter; Swain, Merrill

488

Learner Contributions to Language Learning: New Directions in Research. Applied Linguistics and Language Study.  

ERIC Educational Resources Information Center

This book provides both a review of what has been discovered from earlier research and identifies trends and future directions for future research on learner contributions to language learning. The book has an introduction, a postscript, and eight chapters and includes the following: "Introduction: Conceptualization, affect, and action in…

Breen, Michael P., Ed.

489

Livening up Foreign Language: Technology Enables Language Learning in Authentic Situations  

ERIC Educational Resources Information Center

Technology has long been associated with language learning: everyone is familiar with seeing children wearing headsets, reciting in unison recordings of Spanish or French vocabulary words. Nowadays, students can experience real life in real time across the globe, thanks to a host of new Internet applications. In this article, the author envisions…

Tuttle, Harry Grover

2007-01-01

490

Open-ended category learning for language acquisition  

NASA Astrophysics Data System (ADS)

Motivated by the need to support language-based communication between robots and their human users, as well as grounded symbolic reasoning, this paper presents a learning architecture that can be used by robotic agents for long-term and open-ended category acquisition. To be more adaptive and to improve learning performance as well as memory usage, this learning architecture includes a metacognitive processing component. Multiple object representations and multiple classifiers and classifier combinations are used. At the object level, the main similarity measure is based on a multi-resolution matching algorithm. Categories are represented as sets of known instances. In this instance-based approach, storing and forgetting rules optimise memory usage. Classifier combinations are based on majority voting and the Dempster-Shafer evidence theory. All learning computations are carried out during the normal execution of the agent, which allows continuous monitoring of the performance of the different classifiers. The measured classification successes of the individual classifiers support an attentional selection mechanism, through which classifier combinations are dynamically reconfigured and a specific classifier is chosen to predict the category of a new unseen object. A simple physical agent, incorporating these learning capabilities, is used to test the approach. A long-term experiment was carried out having in mind the open-ended nature of category learning. With the help of a human mediator, the agent incrementally learned 68 categories of real-world objects visually perceivable through an inexpensive camera. Various aspects of the approach are evaluated through systematic experiments.

Seabra Lopes, Luis; Chauhan, Aneesh

2008-12-01

491

Learned Birdsong and the Neurobiology of Human Language  

PubMed Central

Vocal learning, the substrate for human language, is a rare trait found to date in only three distantly related groups of mammals (humans, bats, and cetaceans) and three distantly related groups of birds (parrots, hummingbirds, and songbirds). Brain pathways for vocal learning have been studied in the three bird groups and in humans. Here I present a hypothesis on the relationships and evolution of brain pathways for vocal learning among birds and humans. The three vocal learning bird groups each appear to have seven similar but not identical cerebral vocal nuclei distributed into two vocal pathways, one posterior and one anterior. Humans also appear to have a posterior vocal pathway, which includes projections from the face motor cortex to brainstem vocal lower motor neurons, and an anterior vocal pathway, which includes a strip of premotor cortex, the anterior basal ganglia, and the anterior thalamus. These vocal pathways are not found in vocal non-learning birds or mammals, but are similar to brain pathways used for other types of learning. Thus, I argue that if vocal learning evolved independently among birds and humans, then it did so under strong genetic constraints of a pre-existing basic neural network of the vertebrate brain. PMID:15313804

JARVIS, ERICH D.

2008-01-01

492

Students' preferences for different contexts for learning science  

NASA Astrophysics Data System (ADS)

The reasons for students' preferences for different contexts were investigated by surveying 379 high school students (Year 11) in Taegu, Korea. Students were asked to select the most preferred and the least preferred context out of six presented contexts and to write reasons for their selections. The method of systemic network analysis was used to analyse students' written responses. It was shown that students' preferences were largely influenced by their perceptions of the relevance and the psychological effects which such contexts would have. In particular, the similarity to textbooks, the relevance to real life and the novelty of the contexts were shown to be the most important factors affecting students' preferences.

Choi, Jung-Suk; Song, Jinwoong

1996-09-01

493

Do the Rich Get Richer and the Poor Poorer?: The Effects of an Intervention Programme on Reading in the Home and School Language in a High Poverty Multilingual Context  

ERIC Educational Resources Information Center

There is little research on differential reading performance in multilingual contexts in less than ideal learning conditions. This article reports on a reading intervention project in a poor multilingual primary school in South Africa where reading levels in Northern Sotho (home language) and English (language of schooling) were initially very low…

Pretorius, Elizabeth J.; Currin, Sally

2010-01-01

494

Implementing the evidence for language-appropriate health care systems: The Welsh context.  

PubMed

Like Canada, Wales, UK is a bilingual nation: the Welsh language is an important part of its national identity and legislative framework. This has implications for the delivery of public sector services, particularly in the context of health and social care, where responding to the language needs of service users is fundamental to quality health care provision. Nevertheless, despite the strengthening policy commitment for a whole-system approach towards enhancing Welsh language services, there is a paucity of evidence to guide best practice in organizational planning in health care settings. This commentary outlines the context and significance of bilingual health care provision in Wales and the implications for building and embedding the evidence base. It calls for further work to translate our knowledge and understanding of language-appropriate practice to provide more effective and sensitive health care services; and to close the implementation gap between evidence and practice. Given the relevance of this challenge for health care providers in Canada who plan and deliver services for French-language minorities, this approach has resonance across our research communities. Thus, in our common pursuit to establish integrated knowledge translation research for language-appropriate health care systems, this commentary offers a focus for reflection, discussion and collaborative action. PMID:24300330

Roberts, Gwerfyl W; Burton, Christopher R

2013-01-01

495

Gesture’s role in speaking, learning, and creating language  

PubMed Central

When speakers talk, they gesture. The goal of this chapter is to understand the contribution that these gestures make to how we communicate and think. Gesture can play a role in communication and thought at many timespans. We explore, in turn, gesture’s contribution to how language is produced and understood in the moment; its contribution to how we learn language and other cognitive skills; and its contribution to how language is created over generations, over childhood, and on-the-spot. We find that the gestures speakers produce when they talk are integral to communication and can be harnessed in a number of ways. (1) Gesture reflects speakers’ thoughts, often their unspoken thoughts, and thus can serve as a window onto cognition. Encouraging speakers to gesture can thus provide another route for teachers, clinicians, interviewers, etc., to better understand their communication partners. (2) Gesture can change speakers’ thoughts. Encouraging gesture thus has the potential to change how students, patients, witnesses, etc., think about a problem and, as a result, alter the course of learning, therapy, or an interchange. (3) Gesture provides building blocks that can be used to construct a language. By watching how children and adults who do not already have a language put those blocks together, we can observe the process of language creation first hand. Our hands are with us at all times and thus provide researchers and learners with an ever-present tool for understanding how we talk and think. PMID:22830562

Goldin-Meadow, Susan; Alibali, Martha Wagner

2013-01-01

496

The Learning of Grammar: An Experimental Study. Experimental Studies on the Learning of Language, Progress Report II, Revised.  

ERIC Educational Resources Information Center

An experiment in language behavior comparing two methods of learning grammatical word order in a new language presents scientific evidence supporting the use of pattern drills in foreign language teaching. The experiment reviews the performance of three groups attempting to learn small segments of Russian "microlanguage": (1) a drill group learned

Torrey, Jane W.

497

Designing iTV based crossmedia personalized informal learning contexts  

Microsoft Academic Search

Crossmedia systems are becoming increasingly popular. The trends in convergence, integration and co-existence of various media technologies create new opportunities for the generalization of formal and informal learning practices, which are becoming more relevant considering the importance of lifelong learning. Video is a very rich medium to support learning, and TV is a privileged way to access it. By itself,

Alcina Prata; Nuno Guimarães; Teresa Chambel

2010-01-01

498

Face to Face or E-Learning in Turkish EFL Context  

ERIC Educational Resources Information Center

This purpose of this study was to understand e-learners and face to face learners' views towards learning English through e-learning in vocational higher school context and to determine the role of academic achievement and gender in e-learning and face to face learning. This study was conducted at a state-run university in 2012-2013 academic…

Solak, Ekrem; Cakir, Recep

2014-01-01

499

Which Learning Style is Most Effective in Learning Chinese as a Second Language  

ERIC Educational Resources Information Center

Chinese is not only a tonal but also a visual language represented by tens of thousands of characters which are pictographic in nature. This presents a great challenge to learners whose mother tongue is alphabetical-based such as English. To assist English-speaking background learners to learn Chinese as a Second Language (CSL) well, a good…

Ren, Guanxin

2013-01-01

500

LEARNING SEMANTICS-ENHANCED LANGUAGE MODELS APPLIED TO UNSUEPRVISED WSD  

SciTech Connect

An N-gram language model aims at capturing statistical syntactic word order information from corpora. Although the concept of language models has been applied extensively to handle a variety of NLP problems with reasonable success, the standard model does not incorporate semantic information, and consequently limits its applicability to semantic problems such as word sense disambiguation. We propose a framework that integrates semantic information into the language model schema, allowing a system to exploit both syntactic and semantic information to address NLP problems. Furthermore, acknowledging the limited availability of semantically annotated data, we discuss how the proposed model can be learned without annotated training examples. Finally, we report on a case study showing how the semantics-enhanced language model can be applied to unsupervised word sense disambiguation with promising results.

VERSPOOR, KARIN [Los Alamos National Laboratory; LIN, SHOU-DE [Los Alamos National Laboratory

2007-01-29