Science.gov

Sample records for adult l2 learners

  1. Using Music To Promote L2 Learning among Adult Learners.

    ERIC Educational Resources Information Center

    Abbott, Marilyn

    2002-01-01

    Offers practical suggestions for incorporating music activities into the adult English-as-a-Second-or- Other-Language (ESOL) classroom. Focuses on reasons for using music, guidelines for selecting songs, categories of music activities, guidelines for structuring classroom music activities, and ways to use music in adult ESOL classes. (Author/VWL)

  2. Morphological and Phonological Factors in the Production of Verbal Inflection in Adult L2 Learners and Patients with Agrammatic Aphasia

    ERIC Educational Resources Information Center

    Szupica-Pyrzanowski, Malgorzata

    2009-01-01

    Failure to supply inflection is common in adult L2 learners of English and agrammatic aphasics (AAs), who are known to resort to bare verb forms. Among attempts to explain the absence of inflection are competing morphological and phonological explanations. In the L2 acquisition literature, omission of inflection is explained in terms of: mapping…

  3. L2 Skills and the Use of Compensation Strategies: The Case of Adult Learners

    ERIC Educational Resources Information Center

    Lopez Medina, Beatriz

    2010-01-01

    The following article is based on the analysis of the compensation strategies used by two groups of intermediate students of English language at the Official School of Languages of Moratalaz (Madrid) in the academic year 2009/2010. Our analysis tries to describe to what extent adult learners make use of suitable learning strategies in the four…

  4. The Influence of Content on Adult L2 Learners' Task Motivation: An Interest Theory Perspective

    ERIC Educational Resources Information Center

    Poupore, Glen

    2014-01-01

    This study investigates the influence of content-related conditions on adult second language learners' task motivation during interactive tasks. It also aims to identify what is referred to as interestingness conditions within task content, that is, elements that are intrinsically interesting to most individuals. The investigation was conducted…

  5. The Effect of Phonetics Instruction on Adult Learners' Perception and Production of L2 Sounds

    ERIC Educational Resources Information Center

    Kissling, Elizabeth Maria

    2012-01-01

    Traditional pronunciation instruction and instruction in second language (L2) phonetics have been shown to improve learners' L2 accent in some, though certainly not all, cases. Learners in intermediate and advanced Spanish FL courses have shown modest improvement in the pronunciation of some L2 phones after receiving such instruction.…

  6. Discrepancies between L2 Teacher and L2 Learner Beliefs

    ERIC Educational Resources Information Center

    Gabillon, Zehra

    2012-01-01

    This state of the art article overviews the literature on discrepancies between foreign language teacher and learner beliefs. In the first section, the author draws the reader's attention to the significance of discrepancies between the L2 teacher and L2 learner perceptions and provides a synopsis of both practical-anecdotal and empirical evidence…

  7. Transfer and Semantic Universals in the L2 Acquisition of the English Article System by Child L2 Learners

    ERIC Educational Resources Information Center

    Morales-Reyes, Alexandra; Soler, Inmaculada Gómez

    2016-01-01

    L2 learners' problems with English articles have been linked to learners' L1 and their access to universal semantic features (e.g., definiteness and specificity). Studies suggest that L2 adults rely on their L1 knowledge, while child L2 learners rely more on their access to semantic universals. The present study investigates whether child L2

  8. Perceived Learning Difficulty and Actual Performance: Explicit and Implicit Knowledge of L2 English Grammar Points among Instructed Adult Learners

    ERIC Educational Resources Information Center

    Silva, Luis Humberto Rodríguez; Roehr-Brackin, Karen

    2016-01-01

    This article draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with first language Mexican Spanish university-level learners (n = 30), their teachers (n = 11), and applied linguistics experts (n = 3), we investigated the relationship between (a) these groups' difficulty…

  9. Vocabulary Breadth in French L2 Learners

    ERIC Educational Resources Information Center

    David, Annabelle

    2008-01-01

    Vocabulary is one of the building blocks of language and is a necessary component of learners' development. This paper aims to describe the development of the L2 lexicon from the first year of learning French as a foreign language at school to the last year of undergraduate studies at university by setting out what learners know and how this…

  10. Repair Negotiation by English L2 Learners

    ERIC Educational Resources Information Center

    Choi, Yujeong

    2012-01-01

    It is widely accepted that L2 learners often face communication problems due to lack of competency in the target language and familiarity with its culture of origin. One way to resolve miscommunication problems is to seek clarification of the utterance; this process is called "repair negotiation" (Nakahama et al. 2001). Repair…

  11. The Role of Structural Position in L2 Phonological Acquisition: Evidence from English Learners of Spanish as L2

    ERIC Educational Resources Information Center

    Vokic, Gabriela

    2008-01-01

    In this pilot study, the speech of 12 adult native speakers of English with intermediate to intermediate-high proficiency in Spanish as a second language (L2) was analyzed to determine whether L2 learners rely on distributional information in the process of L2 speech learning and if so, if similar or dissimilar distributional patterns of sounds…

  12. Phonological Substitution Errors in L2 ASL Sentence Processing by Hearing M2L2 Learners

    ERIC Educational Resources Information Center

    Williams, Joshua; Newman, Sharlene

    2016-01-01

    In the present study we aimed to investigate phonological substitution errors made by hearing second language (M2L2) learners of American Sign Language (ASL) during a sentence translation task. Learners saw sentences in ASL that were signed by either a native signer or a M2L2 learner. Learners were to simply translate the sentence from ASL to…

  13. Automated Assessment of Speech Fluency for L2 English Learners

    ERIC Educational Resources Information Center

    Yoon, Su-Youn

    2009-01-01

    This dissertation provides an automated scoring method of speech fluency for second language learners of English (L2 learners) based that uses speech recognition technology. Non-standard pronunciation, frequent disfluencies, faulty grammar, and inappropriate lexical choices are crucial characteristics of L2 learners' speech. Due to the ease of…

  14. Universals in Relative Clause Acquisition: Evidence from Child and Adult L1 and L2 Learners of Hindi-Urdu.

    ERIC Educational Resources Information Center

    Hansen, Lynne

    1986-01-01

    The performance of native and nonnative Hindi-Urdu speaking children (N=131) and adults (N=30) in the comprehension of the Hindi-Urdu correlative constructions was analyzed. Results indicated that Hindi-Urdu correlative constructs are acquired relatively late by both native and nonnative speakers, suggesting that language universals are available…

  15. The Impact of Resilience on L2 Learners' Motivated Behaviour and Proficiency in L2 Learning

    ERIC Educational Resources Information Center

    Kim, Tae-Young; Kim, Yoon-Kyoung

    2017-01-01

    This exploratory study focused on the factors that constitute second language (L2) learners' resilience, and how these factors are related to L2 learning by investigating what relation resilience may have to motivated behaviour and proficiency in English learning. A total of 1620 secondary school learners of English participated in a questionnaire…

  16. On the Relationship between Iranian L2 Teachers' Pedagogical Beliefs and L2 Learners' Attitudes

    ERIC Educational Resources Information Center

    Sharajabian, Maryam; Hashemian, Mahmood

    2015-01-01

    The present study employed a descriptive survey design to investigate L2 learners' attitudes towards language learning, and the possible effects of teachers' beliefs on learners' attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language…

  17. Attention and L2 Learners' Segmentation of Complex Sentences

    ERIC Educational Resources Information Center

    Hagiwara, Akiko

    2010-01-01

    The main objective of the current study is to investigate L2 Japanese learners' ability to segment complex sentences from aural input. Elementary- and early intermediate-level L2 learners in general have not developed the ability to use syntactic cues to interpret the meaning of sentences they hear. In the case of Japanese, recognition of…

  18. Pausing Patterns: Differences between L2 Learners and Native Speakers

    ERIC Educational Resources Information Center

    Tavakoli, Parvaneh

    2011-01-01

    This paper reports on a comparative study of pauses made by L2 learners and native speakers of English while narrating picture stories. The comparison is based on the number of pauses and total amount of silence in the middle and at the end of clauses in the performance of 40 native speakers and 40 L2 learners of English. The results of the…

  19. Systematic Asymmetries in Perception and Production of L2 Inflections in Mandarin L2 Learners of English: The Effects of Phonotactics, Salience, and Processing Pressure on Inflectional Variability

    ERIC Educational Resources Information Center

    Bonner, Timothy E.

    2013-01-01

    The study of language production by adults who are learning a second language (L2) has received a good deal of attention especially when it comes to omission of inflectional morphemes within L2 utterances. Several explanations have been proposed for these inflectional errors. One explanation is that the L2 learner simply does not have the L2

  20. The L2 Motivational Self System and L2 Achievement: A Study of Saudi EFL Learners

    ERIC Educational Resources Information Center

    Moskovsky, Christo; Assulaimani, Turki; Racheva, Silvia; Harkins, Jean

    2016-01-01

    The research reported in this article explores the relationship between Dörnyei's (2005, 2009) Second Language Motivational Self System (L2MSS) and the L2 proficiency level of Saudi learners of English as a foreign language (EFL). Male and female participants (N = 360) responded to a questionnaire relating to the main components of L2MSS, the…

  1. Enhancing Vocabulary Retention by Embedding L2 Target Words in L1 Stories: An Experiment with Chinese Adult E-Learners

    ERIC Educational Resources Information Center

    Ge, Zi-Gang

    2015-01-01

    This study aims to investigate the effectiveness of a storytelling approach in Chinese adult e-learners' vocabulary learning. Two classes of 60 students participated in the experiment, with 30 in the experimental group and 30 in the control group. The storytelling approach and the rote memorization approach were employed by the two groups…

  2. Learner Negotiation of L2 Form in Transcription Exercises

    ERIC Educational Resources Information Center

    Mennim, Paul

    2012-01-01

    Negotiation of language form is thought to engage learning processes by helping learners to notice gaps in their developing L2 and find target-like ways of filling them. Self-transcription, where learners work together to find language errors in recordings of their own oral output, is an awareness raising exercise that encourages such negotiation.…

  3. Phonetics Instruction Improves Learners' Perception of L2 Sounds

    ERIC Educational Resources Information Center

    Kissling, Elizabeth M.

    2015-01-01

    Explicit phonetics instruction can help second language (L2) learners to moderately improve their pronunciation, but less is known about how the instruction affects learners' perception, even though there is evidence that perception and pronunciation are related. This study provided phonetics instruction to students (n = 46) studying Spanish as a…

  4. L1 Allophones in L2 Speech Production: The Case of English Learners of Spanish

    ERIC Educational Resources Information Center

    Vokic, Gabriela

    2010-01-01

    Although it is broadly accepted that adult second-language (L2) learners focus attention only on those aspects of sounds needed for phonemic contrast, the role that allophony plays in the process of L2 speech learning is less well understood. It is widely assumed that speakers do not have conscious awareness of and access to first-language (L1)…

  5. Older Learners in SLA Research: A First Look at Working Memory, Feedback, and L2 Development

    ERIC Educational Resources Information Center

    Mackey, Alison; Sachs, Rebecca

    2012-01-01

    A great deal of research into second-language (L2) development focuses on the role of cognitive factors and other individual differences. Studies of children and prime-of-life adult L2 learners suggest that differences exist in the learning processes of these groups. However, to date, little empirical work has been conducted with older adult…

  6. The Interaction of Instruction and Learner-Internal Factors in the Acquisition of L2 Morphosyntax.

    ERIC Educational Resources Information Center

    Toth, Paul D.

    2000-01-01

    Considers the role of instruction, second language (L2) input, first language (L1) transfer, and universal grammar in development of L2 morphosyntactic knowledge. Specifically investigates the acquisition of the Spanish morpheme "se" by English-speaking adult learners. (Author/VWL)

  7. Developmental Trends and L1 Effects in Early L2 Learners' Onset Cluster Production

    ERIC Educational Resources Information Center

    Tessier, Anne-Michelle; Duncan, Tamara Sorenson; Paradis, Johanne

    2013-01-01

    This study focuses on English onset cluster production in spontaneous speech samples of 10 children aged 5;04-6;09 from Chinese and Hindi/Punjabi first language (L1) backgrounds, each with less than a year of exposure to English. The results suggest commonalities between early second language (L2) learners and both monolingual and adult L2

  8. Gaming as Extramural English L2 Learning and L2 Proficiency among Young Learners

    ERIC Educational Resources Information Center

    Sylven, Liss Kerstin; Sundqvist, Pia

    2012-01-01

    Today, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as…

  9. Assessing Proficiency Through an Analysis of L2 Learner Speech.

    ERIC Educational Resources Information Center

    Larsen-Freeman, Diane

    The need for an index of development by which second language proficiency could be expediently and reliably guaged has been acknowledged by both second language (L2) teachers and researchers. In two previous L2 studies, the search for an index of development centered on an examination of learner written performance. In an attempt to construct an…

  10. Collaborative Revision in L2 Writing: Learners' Reflections

    ERIC Educational Resources Information Center

    Memari Hanjani, Alireza

    2016-01-01

    L2 learning literature has reflected on the problems surrounding the application of teacher written feedback and peer feedback in EFL contexts. To address the disadvantages of these feedback forms, this exploratory case study examined EFL learners' reactions to a collaborative revision activity. Interview data were collected from eight native…

  11. Facebook Activities and the Investment of L2 Learners

    ERIC Educational Resources Information Center

    Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit Kaur Karpal

    2016-01-01

    The article discusses the investment of L2 learners in the English language on Facebook that they portrayed through their Facebook activities. It studied four informants consisted of diploma students in a Malaysian university. The study consisted of 14 weeks of online observation and semi-structured interviews. Data were collected from online…

  12. Similarity in L2 Phonology: Evidence from L1 Spanish Late-Learners' Perception and Lexical Representation of English Vowel Contrasts

    ERIC Educational Resources Information Center

    Barrios, Shannon; Jiang, Nan; Idsardi, William J.

    2016-01-01

    Adult second language (L2) learners often experience difficulty producing and perceiving nonnative phonological contrasts. Even relatively advanced learners, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /?/-/l/ for Japanese learners of English. To account for the relative ease or difficulty…

  13. Revisiting Fluctuations in L2 Article Choice in L1-Korean L2-English Learners.

    PubMed

    Sarker, Bijon K; Baek, Seunghyun

    2017-04-01

    The current study investigated the distinction of L2 (second language) English article choice sensitivity in fifty-three L1-Korean L2-English learners in semantic contexts. In the context of English as a foreign language, the participants were divided into two groups based on grammatical ability as determined by their performance on a cloze test. In addition, a forced-choice elicitation test and a writing production test were administered to assess, respectively, the participants' receptive and productive article choice abilities. Regardless of grammatical ability, the results disclosed the overuse of the indefinite a in the [[Formula: see text]definite, -specific] context and the definite the in the [-definite, [Formula: see text]specific] context on the forced-choice elicitation test. In the [[Formula: see text]definite, [Formula: see text]specific] and [-definite, -specific] contexts, however, the overuse of either the indefinite a or the definite the, respectively, was less likely. Furthermore, it was revealed on the writing test that the participants more accurately used the definite the than the indefinite a, and they were also found to unreasonably omit more articles than to add or substitute articles on the writing production test. The findings across the two tests indicate that L1-Korean L2-English learners are more likely to have intrinsic difficulties transferring their L1 noun phrase (NP) knowledge to L2 NP knowledge owing to structural discrepancies and complex interfaces between L1 NPs and L2 NPs with respect to syntactic, semantic and pragmatic/discourse language subsystems.

  14. L2 Learners' Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech

    ERIC Educational Resources Information Center

    O'Brien, Mary Grantham

    2014-01-01

    In early stages of classroom language learning, many adult second language (L2) learners communicate primarily with one another, yet we know little about which speech stream characteristics learners tune into or the extent to which they understand this lingua franca communication. In the current study, 25 native English speakers learning German as…

  15. Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners

    ERIC Educational Resources Information Center

    Sistani, Mahsa; Hashemian, Mahmood

    2016-01-01

    This study, first, examined whether there was any relationship between Iranian L2 learners' vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners' VLSs. To these ends, 40 L2 learners from Isfahan University of…

  16. Explicit Knowledge and Processes from a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner

    ERIC Educational Resources Information Center

    Roehr-Brackin, Karen

    2014-01-01

    This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt of "gehen" ("go," "walk") and "fahren"…

  17. Learner-Generated Noticing Behavior by Novice Learners: Tracing the Effects of Learners' L1 on Their Emerging L2

    ERIC Educational Resources Information Center

    Park, Eun Sung

    2013-01-01

    This study examines novice learners' self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and…

  18. Large Grain Instruction and Phonological Awareness Skill Influence Rime Sensitivity, Processing Speed, and Early Decoding Skill in Adult L2 Learners

    ERIC Educational Resources Information Center

    Brennan, Christine; Booth, James R.

    2015-01-01

    Linguistic knowledge, cognitive ability, and instruction influence how adults acquire a second orthography yet it remains unclear how different forms of instruction influence grain size sensitivity and subsequent decoding skill and speed. Thirty-seven monolingual, literate English-speaking adults were trained on a novel artificial orthography…

  19. From Seeing Adverbs to Seeing Verbal Morphology: Language Experience and Adult Acquisition of L2 Tense

    ERIC Educational Resources Information Center

    Sagarra, Nuria; Ellis, Nick C.

    2013-01-01

    Adult learners have persistent difficulty processing second language (L2) inflectional morphology. We investigate associative learning explanations that involve the blocking of later experienced cues by earlier learned ones in the first language (L1; i.e., transfer) and the L2 (i.e., proficiency). Sagarra (2008) and Ellis and Sagarra (2010b) found…

  20. The Impact of Task Complexity on L2 Learners' Written Narratives

    ERIC Educational Resources Information Center

    Rahimpour, Massoud; Hosseini, Pakhshan

    2010-01-01

    This main purpose of this paper is to investigate the impact of task complexity on L2 learners' written narratives. It is argued that L2 learners' written performance is influenced by the complexity of task regarding accuracy, fluency, and complexity. 52 Iranian English learners were selected as the participants of the study. They were asked to…

  1. Large grain instruction and phonological awareness skill influence rime sensitivity, processing speed, and early decoding skill in adult L2 learners

    PubMed Central

    Brennan, Christine; Booth, James R.

    2016-01-01

    Linguistic knowledge, cognitive ability, and instruction influence how adults acquire a second orthography yet it remains unclear how different forms of instruction influence grain size sensitivity and subsequent decoding skill and speed. Thirty-seven monolingual, literate English-speaking adults were trained on a novel artificial orthography given initial instruction that directed attention to either large or small grain size units (i.e., words or letters). We examined how initial instruction influenced processing speed (i.e., reaction time (RT)) and sensitivity to different orthographic grain sizes (i.e., rimes and letters). Directing attention to large grain size units during initial instruction resulted in higher accuracy for rimes, whereas directing attention to smaller grain size units resulted in slower RTs across all measures. Additionally, phonological awareness skill modulated early learning effects, compensating for the limitations of the initial instruction provided. Collectively, these findings suggest that when adults are learning to read a second orthography, consideration should be given to how initial instruction directs attention to different grain sizes and inherent phonological awareness ability. PMID:27829705

  2. Large grain instruction and phonological awareness skill influence rime sensitivity, processing speed, and early decoding skill in adult L2 learners.

    PubMed

    Brennan, Christine; Booth, James R

    2015-09-01

    Linguistic knowledge, cognitive ability, and instruction influence how adults acquire a second orthography yet it remains unclear how different forms of instruction influence grain size sensitivity and subsequent decoding skill and speed. Thirty-seven monolingual, literate English-speaking adults were trained on a novel artificial orthography given initial instruction that directed attention to either large or small grain size units (i.e., words or letters). We examined how initial instruction influenced processing speed (i.e., reaction time (RT)) and sensitivity to different orthographic grain sizes (i.e., rimes and letters). Directing attention to large grain size units during initial instruction resulted in higher accuracy for rimes, whereas directing attention to smaller grain size units resulted in slower RTs across all measures. Additionally, phonological awareness skill modulated early learning effects, compensating for the limitations of the initial instruction provided. Collectively, these findings suggest that when adults are learning to read a second orthography, consideration should be given to how initial instruction directs attention to different grain sizes and inherent phonological awareness ability.

  3. Phonological Memory and the Acquisition of Grammar in Child L2 Learners

    ERIC Educational Resources Information Center

    Verhagen, Josje; Leseman, Paul; Messer, Marielle

    2015-01-01

    Previous studies show that second language (L2) learners with large phonological memory spans outperform learners with smaller memory spans on tests of L2 grammar. The current study investigated the relationship between phonological memory and L2 grammar in more detail than has been done earlier. Specifically, we asked how phonological memory…

  4. The Adult Learner: Four Aspects.

    ERIC Educational Resources Information Center

    Lucas, John A., Ed.

    1986-01-01

    Topics concerning the adult learner that are relevant to institutional researchers are addressed in four articles: marketing, predicting success for adult students, enrollment projection, and follow-up studies of adult learners. In "Institutional Research in Support of Marketing the Adult Student," Lydia Jurand notes the importance of…

  5. The Impact of Discourse Signaling Devices on the Listening Comprehension of L2 Learners

    ERIC Educational Resources Information Center

    Tajabadi, Fahimeh; Taghizadeh, Mahboubeh

    2014-01-01

    The purpose of this study was two-fold: first, it aimed at examining the impact of expository text topics on the listening comprehension of L2 learners; second, it aimed to investigate the impact of macro, micro, and macro-micro discourse markers on the listening comprehension of expository texts by L2 learners. The participants (N =105) were male…

  6. Exploring Learner Factors in Second Language (L2) Incidental Vocabulary Acquisition through Reading

    ERIC Educational Resources Information Center

    Zhao, Aiping; Guo, Ying; Biales, Carrie; Olszewski, Arnold

    2016-01-01

    This study examined the predictive role of several learner factors in second language (L2) incidental vocabulary acquisition through reading: L2 proficiency, motivation, anxiety, and mastery of strategies. Participants were 129 English learners in a comprehensive university in China. Participants read two English texts and were given an…

  7. The Development of Individual Learners in an L2 Listening Strategies Course

    ERIC Educational Resources Information Center

    Yeldham, Michael; Gruba, Paul

    2016-01-01

    This study examined the idiosyncratic development of second language (L2) learners in a listening strategies course. The progress of four Taiwanese EFL learners was examined longitudinally through a variety of quantitative and qualitative techniques as the learners participated in a course combining direct instruction of strategies with their…

  8. Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom

    ERIC Educational Resources Information Center

    Bowles, Melissa A.

    2011-01-01

    In most post-secondary Spanish language programs in the U.S., heritage language (HL) learners and second-language (L2) learners are enrolled together, in the same courses (Ingold, Rivers, Tesser, & Ashby, 2002). Nevertheless, there is scant empirical research on what actually goes on in these classrooms and what the nature of learner-learner…

  9. Training L2 Learners to Use Facebook Appropriately and Effectively

    ERIC Educational Resources Information Center

    Prichard, Caleb

    2013-01-01

    Recognizing how essential communication technologies have become to language learners, the TESOL Technology Standards Task Force set three goals for learners (Healey et al., 2011): 1) demonstrating skills in technology for a multilingual world, 2) using technology appropriately and ethically, and 3) using and evaluating technology for language…

  10. Beyond Integrativeness: A Validation of the L2 Self Model among Francophone Learners of ESL

    ERIC Educational Resources Information Center

    Davidson, Troy; Guénette, Danielle; Simard, Daphnée

    2016-01-01

    According to Dörnyei's model of second language (L2) motivation, the motivated learner aims to incorporate the L2 into his or her self-concept, known as the ideal L2 self. This study examined the internal consistency of Dörnyei's model among ESL Francophone students in Quebec (n = 68) by means of a questionnaire. Correlations were calculated…

  11. Seeking out Challenges to Develop L2 Self-Confidence: A Language Learner's Journey to Proficiency

    ERIC Educational Resources Information Center

    Edwads, Emily; Roger, Peter Stewart

    2015-01-01

    As one constituent of second language (L2) motivation, L2 "self-­confidence" has been shown to be a significant predictor of language proficiency. More recently, L2 self-­confidence has been studied as part of the "willingness to communicate" (WTC) construct. Less is known, however, about the processes by which learners develop…

  12. Rich Environments for Adult Learners

    ERIC Educational Resources Information Center

    Bentham, Renee

    2008-01-01

    Unaware of the messages a bare adult learning environment sends and its effect on adult learners, a trainer attends an intensive Reggio Emilia course and learns that the physical environment is the "third teacher"--for adults as well as for children. Using principles of Reggio, she offers suggestions for enhancing adult learning spaces and…

  13. Adult Learners' Week in Australia.

    ERIC Educational Resources Information Center

    Cross, John

    2002-01-01

    Promotional materials and activities for Australia's Adult Learners Week, which are shaped by a variety of stakeholders , include media strategies and a website. Activities are evaluated using a market research company and website and telephone hotline statistics. (SK)

  14. Facilitating Creativity in Adult Learners

    ERIC Educational Resources Information Center

    Tsai, Kuan Chen

    2013-01-01

    Creativity in education research has received increasing attention, although the major focus of this research has been on children. Despite pleas by several adult educators for promoting creativity, very few studies have focused on adult learners, leaving to it to be explored what approaches are useful for adult educators to facilitate creativity…

  15. "Weisse Maus in meinem Haus": Using Poems and Learner Strategies to Help Learners Decode the Sounds of the L2

    ERIC Educational Resources Information Center

    Woore, Robert

    2007-01-01

    Learners' pronunciation errors when reading aloud in the L2 often suggest an inability to use the language's sound-symbol relationships, or grapheme-phoneme correspondences (GPCs). UK teaching methodology has failed to provide systematic instruction in L2 phonological decoding, and there is an absence of research on the effectiveness of teaching…

  16. Investigating Predictors of Nonacademic ESOL Learners' L2 Literacy Ability

    ERIC Educational Resources Information Center

    Ro, Eunseok; Ryu, Jin

    2013-01-01

    The factors determining foreign language abilities have received copious attention from foreign language studies, and these research findings provided highly converging pedagogical implications for language teachers. However, not many studies have focused on non-academic learners especially with respect to their literacy skills. To fill this gap,…

  17. Exploring Collaboratively Written L2 Texts among First-Year Learners of German in Google Docs

    ERIC Educational Resources Information Center

    Abrams, Zsuzsanna

    2016-01-01

    Grounded in research on collaborative writing and computer-mediated writing the present study examines the computer-mediated collaborative writing process among first-year learners of German as a second language (L2) at a US university. The data come from 28 first-year learners of German at a US university, who wrote hypothesized endings to a…

  18. Pragmatic Awareness in a Second Language Setting: The Case of L2 Learners of Greek

    ERIC Educational Resources Information Center

    Bella, Spyridoula

    2012-01-01

    This study explores the pragmatic awareness of instructed L2 learners of Greek (economic migrants) by examining the extent to which these learners display differences in their recognition and rating of pragmatic and grammatical violations. Methodologically, the study is largely based on the Bardovi-Harlig & Dornyei (1998) study on pragmatic…

  19. A Longitudinal Investigation into L2 Learners' Cognitive Processes during Study Abroad

    ERIC Educational Resources Information Center

    Ren, Wei

    2014-01-01

    The present study longitudinally investigates the cognitive processes of advanced L2 learners engaged in a multimedia task that elicited status-equal and status-unequal refusals in English during their study abroad. Data were collected three times by retrospective verbal report from 20 Chinese learners who were studying abroad over the course of…

  20. Effects of Variance and Input Distribution on the Training of L2 Learners' Tone Categorization

    ERIC Educational Resources Information Center

    Liu, Jiang

    2013-01-01

    Recent psycholinguistic findings showed that (a) a multi-modal phonetic training paradigm that encodes visual, interactive information is more effective in training L2 learners' perception of novel categories, (b) decreasing the acoustic variance of a phonetic dimension allows the learners to more effectively shift the perceptual weight towards…

  1. Learners' Perceptions and Attitudes: Implications for Willingness to Communicate in an L2 Classroom

    ERIC Educational Resources Information Center

    de Saint Leger, Diane; Storch, Neomy

    2009-01-01

    This paper investigates learners' perceptions of their speaking abilities, of their contributions to oral class activities (whole class and small group discussions) as well as their attitudes towards these activities, and how such perceptions and attitudes influenced the learners' willingness to communicate in the L2. The study employed a range of…

  2. "Co-Constructing" Explicit L2 Knowledge with High School Spanish Learners through Guided Induction

    ERIC Educational Resources Information Center

    Toth, Paul D.; Wagner, Elvis; Moranski, Kara

    2013-01-01

    This article documents how second language (L2) Spanish learners in an American high school formulated explicit grammar rules during three inductive lessons on the pronominal clitic "se." Following Adair-Hauck "et al." (2010), each lesson first presented a property of "se" within a narrative text, and then had learners inductively "Co-construct"…

  3. Metalinguistic Knowledge and Language Ability in University-Level L2 Learners

    ERIC Educational Resources Information Center

    Roehr, Karen

    2008-01-01

    Existing research indicates that instructed learners' L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners' ability to correct, describe,…

  4. Language-Related Computer Use: Focus on Young L2 English Learners in Sweden

    ERIC Educational Resources Information Center

    Sundqvist, Pia; Sylvén, Liss Kerstin

    2014-01-01

    This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10-11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners' L2 English language-related activities outside of school in general, and their…

  5. Lexical Richness in the Advanced Learner's Oral Production of French and Italian L2

    ERIC Educational Resources Information Center

    Lindqvist, Christina; Bardel, Camilla; Gudmundson, Anna

    2011-01-01

    This study investigates Swedish learners' lexical richness in French and Italian L2. A frequency-based measure was used to compare the lexical richness of learners at different proficiency levels to that of native speakers. Frequency bands based on oral L1 data were created for both languages to serve as a benchmark. For French, the results show…

  6. L2 Learners' Recognition of Unfamiliar Idioms Composed of Familiar Words

    ERIC Educational Resources Information Center

    Kim, Choonkyong

    2016-01-01

    Most second language (L2) learners are aware of the importance of vocabulary, and this awareness usually directs their attention to learning new words. By contrast, learners do not often recognise unfamiliar idioms if all the compositional parts look familiar to them such as "turn the corner" or "carry the day." College-level…

  7. Distribution of Hesitation Discourse Markers Used by Iranian EFL Learners during an Oral L2 Test

    ERIC Educational Resources Information Center

    Khojastehrad, Shadi

    2012-01-01

    Previous studies on hesitation strategies used by beginner or advanced L2 learners revealed that beginners mostly leave their hesitation pauses unfilled which causes their speech to sound disfluent, and advanced learners tend to use various fillers in order to sound like native speakers. The present paper reports on a study which investigated the…

  8. The Effect of Focus on Form and Task Complexity on L2 Learners' Oral Task Performance

    ERIC Educational Resources Information Center

    Salimi, Asghar

    2015-01-01

    Second Language learners' oral task performance has been one of interesting and research generating areas of investigations in the field of second language acquisition specially, task-based language teaching and learning. The main purpose of the present study is to investigate the effect of focus on form and task complexity on L2 learners' oral…

  9. Language aptitude for pronunciation in advanced second language (L2) learners: behavioural predictors and neural substrates.

    PubMed

    Hu, Xiaochen; Ackermann, Hermann; Martin, Jason A; Erb, Michael; Winkler, Susanne; Reiterer, Susanne M

    2013-12-01

    Individual differences in second language (L2) aptitude have been assumed to depend upon a variety of cognitive and personality factors. Especially, the cognitive factor phonological working memory has been conceptualised as language learning device. However, strong associations between phonological working memory and L2 aptitude have been previously found in early-stage learners only, not in advanced learners. The current study aimed at investigating the behavioural and neurobiological predictors of advanced L2 learning. Our behavioural results showed that phonetic coding ability and empathy, but not phonological working memory, predict L2 pronunciation aptitude in advanced learners. Second, functional neuroimaging revealed this behavioural trait to be correlated with hemodynamic responses of the cerebral network of speech motor control and auditory-perceptual areas. We suggest that the acquisition of L2 pronunciation aptitude is a dynamic process, requiring a variety of neural resources at different processing stages over time.

  10. Processing Strategies by Beginning L2 Learners of English and Spanish: A Crosslinguistic Study

    ERIC Educational Resources Information Center

    Brandl, Anel

    2013-01-01

    A central issue in second language acquisition (SLA) research is the relationship between morphosyntactic and lexical-semantic knowledge among L2 learners. It has been proposed that, L2 language acquisition starts with transfer of L1 semantic and morphosyntactic processing strategies; however, it has been observed that, at lower proficiency…

  11. Mediation Strategies in L2 Writing Processes: A Case Study of Two Korean Language Learners

    ERIC Educational Resources Information Center

    Kang, Yon-Soo; Pyun, Danielle Ooyoung

    2013-01-01

    With the recent rise of sociocultural theory in second-language acquisition, attempts have been made to understand L2 learners' uses of different resources in writing, based on their cultural, historical, and institutional contexts. In line with L2 writing research within the sociocultural paradigm, this study investigates the writing strategies…

  12. Factors Affecting the Processing of Japanese Relative Clauses by L2 Learners

    ERIC Educational Resources Information Center

    Kanno, Kazue

    2007-01-01

    This article reports on a crosslinguistic comparative study of the processing of Japanese relative clauses (RCs) by Chinese-, Sinhalese-, Vietnamese-, Thai-, and Indonesian-speaking second language (L2) learners. A robust finding in studies on the acquisition of RCs in L2 English and other European languages is that subject-gap RCs are easier than…

  13. Word Boundaries in L2 Speech: Evidence from Polish Learners of English

    ERIC Educational Resources Information Center

    Schwartz, Geoffrey

    2016-01-01

    Acoustic and perceptual studies investgate B2-level Polish learners' acquisition of second language (L2) English word-boundaries involving word-initial vowels. In production, participants were less likely to produce glottalization of phrase-medial initial vowels in L2 English than in first language (L1) Polish. Perception studies employing word…

  14. Motivation and Persistence of Learning among L2 Learners in Self-Instruction

    ERIC Educational Resources Information Center

    Takahashi, Chika

    2013-01-01

    This study examined the relationship between learners' motivation to learn a second language (L2) and persistence in their learning using self-instructional radio (SIR) materials with a sample of Japanese high school students learning English. L2 self-instruction remains under-researched, in spite of the importance of out-of-class learning…

  15. Construction of a Rated Speech Corpus of L2 Learners' Spontaneous Speech

    ERIC Educational Resources Information Center

    Yoon, Su-Youn; Pierce, Lisa; Huensch, Amanda; Juul, Eric; Perkins, Samantha; Sproat, Richard; Hasegawa-Johnson, Mark

    2009-01-01

    This work reports on the construction of a rated database of spontaneous speech produced by second language (L2) learners of English. Spontaneous speech was collected from 28 L2 speakers representing six language backgrounds and five different proficiency levels. Speech was elicited using formats similar to that of the TOEFL iBT and the Speaking…

  16. Cognitive Factors Contributing to Chinese EFL Learners' L2 Writing Performance in Timed Essay Writing

    ERIC Educational Resources Information Center

    Lu, Yanbin

    2010-01-01

    This study investigated cognitive factors that might influence Chinese EFL learners' argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136…

  17. Raising Learners' Awareness through L1-L2 Teacher Collaboration

    ERIC Educational Resources Information Center

    Gunning, Pamela; White, Joanna; Busque, Christine

    2016-01-01

    There is considerable interest in teacher collaboration across mother tongue and second language curricula. However, cross-curricular collaboration in reading strategy instruction has seldom been investigated. We report a two-year study involving collaboration between the French first language (L1) and English second language (L2) teachers in an…

  18. Adult Learners in the Academy

    ERIC Educational Resources Information Center

    Bash, Lee

    1999-01-01

    Adult learners comprise almost 50 percent of all students enrolled in higher Education. Some argue they are pioneering change in today's higher educational landscape. This book is designed to assist faculty members and administrators who want to understand how the impact of adult learning programs has and is helping to transform the academy and…

  19. L2 Acquisition of Prosodic Properties of Speech Rhythm: Evidence from L1 Mandarin and German Learners of English

    ERIC Educational Resources Information Center

    Li, Aike; Post, Brechtje

    2014-01-01

    This study examines the development of speech rhythm in second language (L2) learners of typologically different first languages (L1s) at different levels of proficiency. An empirical investigation of durational variation in L2 English productions by L1 Mandarin learners and L1 German learners compared to native control values in English and the…

  20. The Adult Learner: Some Things We Know

    ERIC Educational Resources Information Center

    Fogarty, Robin J.; Pete, Brian M.

    2007-01-01

    This book addresses the "warrior" who rises to the challenge of teaching the adult learner. The discussion is designed as a catalyst for dialogue about the adult learner and to uncover the complexities of teaching this rare and riveting species. This book is organized around three interlocking themes: some things we know about the adult learner;…

  1. Motivational Profiles of Adult Learners

    ERIC Educational Resources Information Center

    Rothes, Ana; Lemos, Marina S.; Gonçalves, Teresa

    2017-01-01

    This study investigated profiles of autonomous and controlled motivation and their effects in a sample of 188 adult learners from two Portuguese urban areas. Using a person-centered approach, results of cluster analysis and multivariate analysis of covariance revealed four motivational groups with different effects in self-efficacy, engagement,…

  2. The Effects of Multimedia Task-Based Language Teaching on EFL Learners' Oral L2 Production

    ERIC Educational Resources Information Center

    BavaHarji, Madhubala; Gheitanchian, Mehrnaz; Letchumanan, Krishnaveni

    2014-01-01

    This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners' oral production in a multimedia task-based language teaching environment. 57 EFL adult learners carried out a total of 12 tasks, in sets of four tasks within three different themes and different levels of…

  3. An ERP study on L2 syntax processing: When do learners fail?

    PubMed

    Meulman, Nienke; Stowe, Laurie A; Sprenger, Simone A; Bresser, Moniek; Schmid, Monika S

    2014-01-01

    Event-related brain potentials (ERPs) can reveal online processing differences between native speakers and second language (L2) learners during language comprehension. Using the P600 as a measure of native-likeness, we investigated processing of grammatical gender agreement in highly proficient immersed Romance L2 learners of Dutch. We demonstrate that these late learners consistently fail to show native-like sensitivity to gender violations. This appears to be due to a combination of differences from the gender marking in their L1 and the relatively opaque Dutch gender system. We find that L2 use predicts the effect magnitude of non-finite verb violations, a relatively regular and transparent construction, but not that of gender agreement violations. There were no effects of age of acquisition, length of residence, proficiency or offline gender knowledge. Additionally, a within-subject comparison of stimulus modalities (written vs. auditory) shows that immersed learners may show some of the effects only in the auditory modality; in non-finite verb violations, an early native-like N400 was only present for auditory stimuli. However, modality failed to influence the response to gender. Taken together, the results confirm the persistent problems of Romance learners of Dutch with online gender processing and show that they cannot be overcome by reducing task demands related to the modality of stimulus presentation.

  4. Native Speakers' versus L2 Learners' Sensitivity to Parallelism in Vp-Ellipsis

    ERIC Educational Resources Information Center

    Duffield, Nigel G.; Matsuo, Ayumi

    2009-01-01

    This article examines sensitivity to structural parallelism in verb phrase ellipsis constructions in English native speakers as well as in three groups of advanced second language (L2) learners. The results of a set of experiments, based on those of Tanenhaus and Carlson (1990), reveal subtle but reliable differences among the various learner…

  5. Measuring Group Work Dynamics and Its Relation with L2 Learners' Task Motivation and Language Production

    ERIC Educational Resources Information Center

    Poupore, Glen

    2016-01-01

    While learners of a second language (L2) are increasingly interacting in small groups as part of a communicative methodological paradigm, very few studies have investigated the social dynamics that occur in such groups. The aim of this study is to introduce a group work dynamic measuring instrument and to investigate the relationship between group…

  6. The Acquisition of Differential Object Marking in L2 Spanish Learners

    ERIC Educational Resources Information Center

    Martoccio, Alyssa Marie

    2012-01-01

    This dissertation tests a grammatical structure, differential object marking (DOM), which is particularly difficult for L2 learners to acquire. DOM is a phenomenon in which some direct objects are morphologically marked to distinguish them from subjects (Comrie, 1979). In Spanish, animate and specific direct objects are marked with the preposition…

  7. Translation, L1 Writing, and L2 Writing of Japanese ESL Learners.

    ERIC Educational Resources Information Center

    Uzawa, Kozue

    1994-01-01

    In this Canadian college study, 22 Japanese, English-as-a-Second-Language (ESL) learners' translation processes and writings were examined and contrasted with the same group's first-language (L1) and second-language (L2) writing performance. All subjects (aged 19-23 years) had been educated in Japan in Japanese prior to attending English-language…

  8. Questioning English Standards: Learner Attitudes and L2 Choices in Norway

    ERIC Educational Resources Information Center

    Rindal, Ulrikke

    2014-01-01

    This study investigates attitudes towards varieties of English among Norwegian adolescent learners and assesses the role of social evaluation for second language (L2) pronunciation choices by combining a verbal guise test with speaker commentary and reports of language choices. The results suggest that while American English is the most accessible…

  9. The Effects of Community Service Learning Projects on L2 Learners' Cultural Understanding

    ERIC Educational Resources Information Center

    Zapata, Gabriela

    2011-01-01

    This small-scale study investigates the effects of community service learning (CSL) projects or a cultural presentation on the development of the cultural understanding of low- and high-intermediate L2 students. Fifty-two learners in four sections of two Spanish classes in Canada participated in the study. The participants also completed pre- and…

  10. What Does Metalinguistic Activity in Learners' Interaction during a Collaborative L2 Writing Task Look Like?

    ERIC Educational Resources Information Center

    Gutierrez, Xavier

    2008-01-01

    This article examines the metalinguistic activity that arose in the interaction of 7 groups of bilingual learners writing collaboratively in their second language (L2), English. A microanalysis of this interaction reveals that metalinguistic activity comprises 3 types of oral production: comments, speech actions, and text reformulations. Text…

  11. Advanced L2 Learners and Reading Placement: Self-Assessment, CBT, and Subsequent Performance

    ERIC Educational Resources Information Center

    Brantmeier, Cindy

    2006-01-01

    There is a dearth of research involving advanced second language (L2) learners in the USA [Brantmeier, C., 2001. Second language reading research on passage content and gender: challenges for the intermediate level curriculum, Foreign Language Annals 34, 325-333; Young, D.J., 2003. Workshop on overcoming anxiety in the foreign language classroom.…

  12. Negotiating Multiple Audiences of L2 Learners on Facebook: Navigating Parallel Realities

    ERIC Educational Resources Information Center

    Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit Kaur A/P Karpal

    2016-01-01

    As social network sites have become popular with university students, it is easier to understand how students employ social network sites seamlessly in their academic and personal lives. L2 learners often employ Facebook to improve their English language proficiency by communicating with their native and non-native English speakers. Facebook is…

  13. Learning L2 Vocabulary with American TV Drama "From the Learner's Perspective"

    ERIC Educational Resources Information Center

    Wang, Yu-Chia

    2012-01-01

    Following the trend of computer assisted language learning (CALL), in Taiwan, most language classes now have equivalent media support for language teachers and learners. Implementing videos into classroom activities is one of the choices. The current study explores the process of implementing American TV drama in L2 vocabulary learning from…

  14. Spoken Language Activation Alters Subsequent Sign Language Activation in L2 Learners of American Sign Language

    ERIC Educational Resources Information Center

    Williams, Joshua T.; Newman, Sharlene D.

    2017-01-01

    A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel…

  15. Investigating the Efficacy of an Intensive English Program and the L2 Learners' Learning Styles

    ERIC Educational Resources Information Center

    Ping, Rebecca Lee Su

    2014-01-01

    Past research has found that many pre-university L2 learners, having completed an Intensive English Program (IEP) still have difficulty in undertaking various disciplines in English-speaking tertiary institutions and continue to exhibit numerous linguistic problems (Bialystok, 2001, Celce Murcia 2001). The purpose of this paper is to present the…

  16. Spoken Language Activation Alters Subsequent Sign Language Activation in L2 Learners of American Sign Language.

    PubMed

    Williams, Joshua T; Newman, Sharlene D

    2017-02-01

    A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel language activation in M2L2 learners of sign language and to characterize the influence of spoken language and sign language neighborhood density on the activation of ASL signs. A priming paradigm was used in which the neighbors of the sign target were activated with a spoken English word and compared the activation of the targets in sparse and dense neighborhoods. Neighborhood density effects in auditory primed lexical decision task were then compared to previous reports of native deaf signers who were only processing sign language. Results indicated reversed neighborhood density effects in M2L2 learners relative to those in deaf signers such that there were inhibitory effects of handshape density and facilitatory effects of location density. Additionally, increased inhibition for signs in dense handshape neighborhoods was greater for high proficiency L2 learners. These findings support recent models of the hearing bimodal bilingual lexicon, which posit lateral links between spoken language and sign language lexical representations.

  17. Global, Local or Glocal? Identities of L2 Learners in English as a Lingua Franca Communication

    ERIC Educational Resources Information Center

    Sung, Chit Cheung Matthew

    2014-01-01

    This paper reports on an exploratory inquiry into the perceptions of a group of second language (L2) learners of English with regard to their identities in English as a Lingua Franca (ELF) communication contexts. Drawing upon data gathered from two rounds of in-depth interviews with nine participants from a Hong Kong university, the study found…

  18. Dealing with Disruptive Behavior of Adult Learners

    ERIC Educational Resources Information Center

    Dobmeier, Robert; Moran, Joseph

    2008-01-01

    The adult education literature on disruptive behavior of adult learners was reviewed and a survey on disruptive behavior of adult learners was conducted with adult educators. The findings are synthesized in a conceptual framework for understanding the types and causes of disruptive behavior, which fall into the categories of inattention,…

  19. Profiles of Adult Learners.

    ERIC Educational Resources Information Center

    Illinois State Library, Springfield.

    Since January 1986, when the Illinois Secretary of State Literacy Grant Program began funding a wide variety of adult literacy programs, more than 30,000 students have sought help with reading. They have been matched with 25,000 tutors who have provided more than 2 million hours of volunteer instruction. The profiles in this booklet are stories of…

  20. Are the Best Language Learners from Mars or from Venus? Gender and Vocabulary Acquisition in the L2 Spanish Classroom

    ERIC Educational Resources Information Center

    Pahom, Olga; Farley, Andrew; Ramonda, Kris

    2015-01-01

    This study examines the effect of Spanish learners' gender on their rate of recall of abstract and concrete words. The experiment included forty-six learners of Spanish who were taught twentyfour new words via an instructional treatment based on L2-L1 and L1-L2 translations. The results of the immediate and a delayed posttest showed no effect for…

  1. The Development of Requests by L2 Learners of Modern Standard Arabic: A Longitudinal and Cross-Sectional Study

    ERIC Educational Resources Information Center

    Al-Gahtani, Saad; Roever, Carsten

    2015-01-01

    This study examined the development of requests made by second language (L2) learners of Modern Standard Arabic at four levels of L2 ability. The study used longitudinal and cross-sectional data collection to investigate how learners' performance of requests developed over a five-month period and differed as a function of ability level. The…

  2. Adult Language Learners: Context and Innovation

    ERIC Educational Resources Information Center

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

    2009-01-01

    "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…

  3. What Word-Level Knowledge Can Adult Learners Acquire after Minimal Exposure to a New Language?

    ERIC Educational Resources Information Center

    Gullberg, Marianne; Roberts, Leah; Dimroth, Christine

    2012-01-01

    Discussions about the adult L2 learning capacity often take as their starting point stages where considerable L2 knowledge has already been accumulated. This paper probes the absolute earliest stages of learning and investigates what lexical knowledge adult learners can extract from complex, continuous speech in an unknown language after minimal…

  4. Self-Esteem among Adult Literacy Learners

    ERIC Educational Resources Information Center

    Lipnevich, Anastasiya; Beder, Hal

    2007-01-01

    The purpose of this study was to investigate adult literacy education learners' self-esteem and to examine the relationship between self-esteem and measures of achievement in reading and math. The rationale for the present study stemmed from the lack of research into adult literacy students' self-esteem levels. More than 200 learners enrolled in…

  5. Pairing the Adult Learner and Boutique Wineries

    ERIC Educational Resources Information Center

    Holyoke, Laura; Heath-Simpson, Delta

    2013-01-01

    This study explored connections between adult learners and their experiences in the context of small boutique wineries operating in the start-up phase of the organizational life cycle. The research objective was to gain insight regarding the pairing of adult learners with the entering of a specialty industry. Fourteen individuals from four…

  6. Adult Learning and Learners. PREL Briefing Paper.

    ERIC Educational Resources Information Center

    Timarong, Alvina; Temaungil, Marianne; Sukrad, Wilma

    A survey of literature on adult learning and learners conducted for Palau Community College (PCC), Koror, Palau, found a lack of literature specific to the United States-affiliated Pacific region. Background information was compiled on development of formal education in Palau. A survey was administered in fall 2001 to adult learners working toward…

  7. Interaction of African American Learners Online: An Adult Education Perspective

    ERIC Educational Resources Information Center

    Kang, Haijun; Yang, Yang

    2016-01-01

    This study examines how various life factors and personal attributes affect African American adult learners' use of the three types of learning interaction-learner-content, learner-instructor, and learner-learner. Multivariate multiple regression analyses were used. The aggregate effect of life factors on African American adult learners' use of…

  8. Complex brain network properties in late L2 learners and native speakers.

    PubMed

    Pérez, Alejandro; Gillon Dowens, Margaret; Molinaro, Nicola; Iturria-Medina, Yasser; Barraza, Paulo; García-Pentón, Lorna; Carreiras, Manuel

    2015-02-01

    Whether the neural mechanisms that underlie the processing of a second language in highly proficient late bilinguals (L2 late learners) are similar or not to those that underlie the processing of the first language (L1) is still an issue under debate. In this study, a group of late learners of Spanish whose native language is English and a group of Spanish monolinguals were compared while they read sentences, some of which contained syntactic violations. A brain complex network analysis approach was used to assess the time-varying topological properties of the functional networks extracted from the electroencephalography (EEG) recording. Late L2 learners showed a lower degree of parallel information transfer and a slower propagation between regions of the brain functional networks while processing sentences containing a gender mismatch condition as compared with a standard sentence configuration. In contrast, no such differences between these conditions were detected in the Spanish monolinguals. This indicates that when a morphosyntactic language incongruence that does not exist in the native language is presented in the second language, the neural activation pattern is configured differently in highly proficient late bilinguals than in monolinguals.

  9. Morphosyntactic Processing in Advanced Second Language (L2) Learners: An Event-Related Potential Investigation of the Effects of L1-l2 Similarity and Structural Distance

    ERIC Educational Resources Information Center

    Alemán Bañón, José; Fiorentino, Robert; Gabriele, Alison

    2014-01-01

    Different theoretical accounts of second language (L2) acquisition differ with respect to whether or not advanced learners are predicted to show native-like processing for features not instantiated in the native language (L1). We examined how native speakers of English, a language with number but not gender agreement, process number and gender…

  10. Similarity in L2 Phonology

    ERIC Educational Resources Information Center

    Barrios, Shannon L.

    2013-01-01

    Adult second language (L2) learners often experience difficulty producing and perceiving non-native phonological contrasts. Even highly proficient bilinguals, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /r/-/l/ for Japanese learners of English. To account for the relative ease or difficulty…

  11. An Application of the L2 Motivational Self System to Motivate Elementary School English Learners in Singapore

    ERIC Educational Resources Information Center

    Magid, Michael

    2014-01-01

    I will describe a program that I developed to motivate grade five elementary school learners of English in Singapore to put more time and effort into learning English by enhancing their vision of their Ideal second language (L2) self and making their goals for learning English more clear and specific. The Ideal L2 self is the representation of the…

  12. The Influence of L2 Teachers' Use of CALL Modes on Language Learners' Reactions to Blended Learning

    ERIC Educational Resources Information Center

    Hong, Kwang Hee; Samimy, Keiko K.

    2010-01-01

    Previous research on blended learning (BL) implementation in L2 instructional settings considers L2 teachers' use of the incorporated CALL modes and learners' attitudes toward the CALL modes as critical factors, among other factors, for achieving successful BL implementation. In the literature, these two factors are suggested to be strongly…

  13. L1 Transfer in Article Selection for Generic Reference by Spanish, Turkish and Japanese L2 Learners

    ERIC Educational Resources Information Center

    Snape, Neal; García-Mayo, Maria Del Pilar; Gurel, Ayse

    2013-01-01

    This study examines second language (L2) acquisition of English generic noun phrases (NPs) by Spanish, Turkish and Japanese learners. The aim is to identify the role of the first language (L1) in the L2 acquisition of definite NP-level generics and indefinite sentence-level generics with singular, bare plural, and mass generic nouns. The four…

  14. The Adult Learner: From a Narrative Perspective

    ERIC Educational Resources Information Center

    Barnett, Jennifer A.

    2013-01-01

    Each year there seems to be an increase in the number of mature students enrolled in my Bachelor of Education (BEd) classes. These mature learners experience stress. As there is a need to better comprehend the experiences of the adult learner enrolled in a one-year intensive tertiary education programme, I enrolled in university as a student, and…

  15. Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners

    ERIC Educational Resources Information Center

    Hummel, Kirsten M.

    2009-01-01

    This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed…

  16. Syntactic Ambiguity Resolution in L2 Learners: Some Effects of Bilinguality on L1 and L2 Processing Strategies

    ERIC Educational Resources Information Center

    Dussias, Paola E.

    2003-01-01

    This study investigates whether proficient second language (L2) speakers of Spanish and English use the same parsing strategies as monolinguals when reading temporarily ambiguous sentences containing a complex noun phrase followed by a relative clause, such as "Peter fell in love with the daughter of the psychologist who studied in California."…

  17. Adult English Language Learners with Limited Literacy

    ERIC Educational Resources Information Center

    Bigelow, Martha; Schwarz, Robin Lovrien

    2010-01-01

    Adult English language learners who lack print literacy or experience with formal education encounter a unique set of challenges in their lives and their efforts to learn English. Educators and policymakers are similarly challenged by how best to help these adults acquire English literacy. This paper reviews a variety of research, including that…

  18. Adult Learners' Emotions in Online Learning

    ERIC Educational Resources Information Center

    Zembylas, Michalinos

    2008-01-01

    The aim of the research study reported in this article was to investigate how adult learners talk about their emotions in the context of a year-long online course, the first online course these adults take, as part of a distance education program. The theoretical and methodological approach focused on formulating an account of how emotion…

  19. Adult Learners: Considerations for Education and Training

    ERIC Educational Resources Information Center

    Kistler, Mark J.

    2011-01-01

    As more and more adults seek out education and training programs to help them become more competitive in the job market, it provides an opportunity for career and technical education. Those who teach adult learners should take into consideration their particular learning traits. This article highlights a framework of core principles to be…

  20. Shopping [for] Power: How Adult Literacy Learners Negotiate the Marketplace

    ERIC Educational Resources Information Center

    Ozanne, Julie L.; Adkins, Natalie Ross; Sandlin, Jennifer A.

    2005-01-01

    Little empirical evidence exists on how adult literacy learners act as consumers. Yet, adult literacy programs often employ a "functional" approach to consumer education and assume that adult learners are deficient in consumer skills. Data from a qualitative study of the consumer behaviors of adult literacy learners are used to explore how adult…

  1. Acquisition of Derivational Lexical Rules: A Case Study of the Acquisition of French Agent Noun Forms by L2 Learners

    ERIC Educational Resources Information Center

    Redouane, Rabia

    2007-01-01

    This study investigates L2 learners' use of French derivational processes and their strategies as they form agent nouns. It also attempts to find out which of the acquisitional principles (conventionality, semantic transparency, formal simplicity, and productivity) advanced by Clark (1993, 2003) for various L1s acquisition of word formation…

  2. The Effects of Different Lengths of Pretask Planning Time on L2 Learners' Oral Test Performance

    ERIC Educational Resources Information Center

    Li, Lanlan; Chen, Jiliang; Sun, Lan

    2015-01-01

    The effect of planning on second language (L2) learners' oral performance is a hotly debated topic in the field of second language acquisition. However, studies on the effect of different amounts of planning time have been quite limited, especially in a testing context. The present study investigated the effects of different lengths of…

  3. Engagement Portraits and (Socio)linguistic Performance: A Transversal and Longitudinal Study of Advanced L2 Learners

    ERIC Educational Resources Information Center

    Mougeon, Françoise; Rehner, Katherine

    2015-01-01

    This study considers, both transversally and longitudinally, advanced second language (L2) learners' profile portraits, how these correlate with their sociolinguistic and linguistic performance, and how changes in these portraits over time connect to changes in sociolinguistic performance. The results show a strong correlation between high degrees…

  4. An Empirical Study of the Effectiveness of Negotiation of Meaning in L2 Vocabulary Acquisition of Chinese Learners of English

    ERIC Educational Resources Information Center

    Yi, Baoshu; Sun, Zhinong

    2013-01-01

    The study aimed to investigate whether or not negotiation of meaning is effective in L2 vocabulary acquisition of Chinese learners of English in the classroom setting. In the study there were two experimental groups (pre-modified input and negotiation of meaning) and two control groups (pre-modified input). The four groups were required to do a…

  5. Effects of Sociolinguistic Awareness on French L2 Learners' Planned and Unplanned Oral Production of Stylistic Variation

    ERIC Educational Resources Information Center

    French, Leif M.; Beaulieu, Suzie

    2016-01-01

    The present study evaluated the effects of explicit instruction on advanced French second language (L2) learners' (n = 18) contextually appropriate use of two stylistic variables (/l/ deletion vs. retention and "ne" deletion vs. retention) using two different task types. A planned and unplanned oral task was used to assess students'…

  6. A Process Model of L2 Learners' Motivation: From the Perspectives of General Tendency and Individual Differences

    ERIC Educational Resources Information Center

    Hiromori, Tomohito

    2009-01-01

    The purpose of this study is to examine a process model of L2 learners' motivation. To investigate the overall process of motivation, the motivation of 148 university students was analyzed. Data were collected on three variables from the pre-decisional phase of motivation (i.e., value, expectancy, and intention) and four variables from the…

  7. The Compatibility of L2 Learners' Assessment of Self- and Peer Revisions of Writing with Teachers' Assessment

    ERIC Educational Resources Information Center

    Suzuki, Manami

    2009-01-01

    The current study examines second language (L2) learners' self-assessment of text changes that they made on their written drafts in self-revisions and peer revisions, focusing on linguistic features of their repairs as well as the validity of self-assessment. In the study, the term "self-revision" refers to writers' revisions of their own written…

  8. Aspects of Lexical Sophistication in Advanced Learners' Oral Production: Vocabulary Acquisition and Use in L2 French and Italian

    ERIC Educational Resources Information Center

    Bardel, Camilla; Gudmundson, Anna; Lindqvist, Christina

    2012-01-01

    This article reports on the design and use of a profiler for lexical sophistication (i.e., use of advanced vocabulary), which was created to assess the lexical richness of intermediate and advanced Swedish second language (L2) learners' French and Italian. It discusses how teachers' judgments (TJs) of word difficulty can contribute to the…

  9. An Investigation of L2 Learners' Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey

    ERIC Educational Resources Information Center

    Kirmizi, Özkan; Kirmizi, Gülin Dagdeviren

    2015-01-01

    The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and…

  10. Uneven Reassembly of Tense, Telicity and Discourse Features in L2 Acquisition of the Chinese "shì…de" Cleft Construction by Adult English Speakers

    ERIC Educational Resources Information Center

    Mai, Ziyin; Yuan, Boping

    2016-01-01

    This article reports an empirical study investigating L2 acquisition of the Mandarin Chinese "shì…de" cleft construction by adult English-speaking learners within the framework of the Feature Reassembly Hypothesis (Lardiere, 2009). A Sentence Completion task, an interpretation task, two Acceptability Judgement tasks, and a felicity…

  11. Production and Perception of the /i/-/I/ Vowel Contrast: The Case of L2-Dominant Early Learners of English.

    PubMed

    Casillas, Joseph

    2015-01-01

    The present study explored the production and perception of the /i/-/I/ vowel contrast in second language (L2)-dominant early learners of American English who no longer fluently speak their first language (L1, Spanish). The production task analyzed the extent to which the early learner group differed from controls (native English speakers and L1-Spanish late-onset learners of English) with regard to duration and spectral centroids. The perception experiment examined how these early learners classified resynthesized stimuli drawn from the /i/-/I/ contrast using distinct acoustic cues - spectral and temporal - in a 2-alternative forced choice identification task. The first experiment revealed that the early learners produced the contrast in a native-like manner in terms of the spectral envelope and duration use. The second experiment found that early learners differed from both control groups in how they categorized the /i/-/I/ continua based on spectrum and duration, and the extent to which they rely on these two cues. The effects of linguistic experience on L2 phonetic behavior are discussed.

  12. Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology

    ERIC Educational Resources Information Center

    Montrul, Silvina; Perpinan, Silvia

    2011-01-01

    The acquisition of the aspectual difference between the preterit and imperfect in the past tense and the acquisition of the contrast between subjunctive and indicative mood are classic problem areas in second language (L2) acquisition of Spanish by English-speaking learners (Collentine, 1995, 1998, 2003; Salaberry, 1999; Slabakova & Montrul, 2002;…

  13. The Adult Learner in the Online Writing Course

    ERIC Educational Resources Information Center

    Hoy, Cheryl A.

    2010-01-01

    Because a gap in scholarly literature exists concerning the adult learner in the online writing course, I researched the effects of the online learning environment on adult learners in an online intermediate writing course offered through the Adult Learner Services Program at Bowling Green State University. This dissertation argues that online…

  14. Building Community through Mentoring Adult Learners

    ERIC Educational Resources Information Center

    Plante, Jarrad; Truitt, Joshua

    2016-01-01

    The Volunteer UCF Community Connectors and Community Builders Program provides a connection between students and their community. The goal is to develop meaningful service opportunities for UCF students that contribute measurable results and systemic change through capacity building among adult learners. The ongoing, sustainable service experience…

  15. Learners' Uses of Two Types of Written Feedback on a L2 Writing Revision Task

    ERIC Educational Resources Information Center

    Sachs, Rebecca; Polio, Charlene

    2007-01-01

    This study examines the effectiveness of written error corrections versus reformulations of second language learners' writing as two means of improving learners' grammatical accuracy on a three-stage composition-comparison-revision task. Concurrent verbal protocols were employed during the comparison stage in order to study the learners' reported…

  16. A Psychometric Study of Reading Processes in L2 Acquisition: Deploying Deep Processing to Push Learners' Discourse Towards Syntactic Processing-Based Constructions

    ERIC Educational Resources Information Center

    Manuel, Carlos J.

    2009-01-01

    This study assesses reading processes and/or strategies needed to deploy deep processing that could push learners towards syntactic-based constructions in L2 classrooms. Research has found L2 acquisition to present varying degrees of success and/or fossilization (Bley-Vroman 1989, Birdsong 1992 and Sharwood Smith 1994). For example, learners have…

  17. Individual and Longitudinal Differences among High and Low-Achieving, LD, and ADHD L2 Learners

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Humbach, Nancy; Javorsky, James

    2008-01-01

    High-achieving (HA) and low-achieving (LA), learning disabled (LD), and attention deficit hyperactivity disorder (ADHD) high school students were followed over two years of L2 study and compared on measures of L1 literacy (reading and writing) in elementary school, L1 cognitive ability, L2 aptitude, oral and written L2 proficiency, and L2 word…

  18. ESOL and the Adult Learner.

    ERIC Educational Resources Information Center

    Regan, Timothy F.

    Problems of adult basic education in the United States, symptomatic of the connection between poverty, poor education, and unemployment, have forged for the disadvantaged adult most of the links in the unbreakable chain of deprivation, frustration, and despair. The problem of ESOL (English for Speakers of Other Languages) instruction is…

  19. Adult Learners in the Academy.

    ERIC Educational Resources Information Center

    Bash, Lee

    Adult learning programs are becoming increasingly important. This book is designed to serve as a wake-up call for members of the academy who prefer to work with traditional students. It provides practical advice for adult learning programs with insights drawn from case studies and the author's experience. Part 1, "Context and Overview," contains:…

  20. The Natural Approach to Adult Learning and Teaching of L2 Grammar

    ERIC Educational Resources Information Center

    Scheffler, Pawel

    2008-01-01

    Learning a language in a natural way is normally understood to involve the development of implicit knowledge of that language. The acquisition of such knowledge takes place through communication and is driven by learner-internal mechanisms which cannot be directly influenced by formal instruction. In the case of foreign or second language (L2)…

  1. Youths Transitioning as Adult Learners

    ERIC Educational Resources Information Center

    Davis, C. Amelia

    2014-01-01

    This chapter considers how transitions to adulthood have been historically represented and presents alternative ways of thinking about transitions to adulthood through the context of adult basic education programs.

  2. The Acquisition of English Restrictive Relative Clauses by Arab Adult EFL Learners

    ERIC Educational Resources Information Center

    Alroudhan, Hayat Eid

    2016-01-01

    This study investigates the challenges faced by Arab adult learners of English as a foreign language (EFL) in acquiring English restrictive relative clauses (RRCs), as well as the factors that affect the process of acquisition. This issue has received considerable attention in second language (L2) research. The present study discusses the…

  3. Learners' Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation

    ERIC Educational Resources Information Center

    Gatbonton, Elizabeth; Trofimovich, Pavel; Magid, Michael

    2005-01-01

    This article examines the relationship between ethnic group affiliation (one's sense of belonging to a primary ethnic group) and second-language (L2) pronunciation accuracy defined here as native-like, nonaccented L2 speech or L2 speech that contains no first language (L1) influences. The study addressed these questions: (a) Is there a…

  4. Gender Agreement in Adult Second Language Learners and Spanish Heritage Speakers: The Effects of Age and Context of Acquisition

    ERIC Educational Resources Information Center

    Montrul, Silvina; Foote, Rebecca; Perpinan, Silvia

    2008-01-01

    This study investigates knowledge of gender agreement in Spanish L2 learners and heritage speakers, who differ in age and context/mode of acquisition. On some current theoretical accounts, persistent difficulty with grammatical gender in adult L2 acquisition is due to age. These accounts predict that heritage speakers should be more accurate on…

  5. Barriers to Education for the Marginalized Adult Learner

    ERIC Educational Resources Information Center

    Flynn, Sarah; Brown, Jason; Johnson, Andrew; Rodger, Susan

    2011-01-01

    This qualitative study examines barriers to adult education by the marginalized adult learner. We adopted an inclusive approach by interviewing potential adult learners who had not participated in adult education programs due to illiteracy. Five overlapping themes related to barriers emerged and were categorized as: family values and…

  6. Toward Local Collaborative Networks for Adult Learners. Final Report of the Adult Learner Project.

    ERIC Educational Resources Information Center

    Gold, Gerard G.

    The Adult Learner Project was a two-phase program in which a total of 10 community-level projects received funding to develop collaborative agendas that would meet the learning needs of adults in their respective communities. During the second phase of the project, the following community-level collaborative councils were also given $20,000 each:…

  7. Does the Owl Fly out of the Tree or Does the Owl Exit the Tree Flying? How L2 Learners Overcome Their L1 Lexicalization Biases

    PubMed Central

    Song, Lulu; Pulverman, Rachel; Pepe, Christina; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy

    2016-01-01

    Learning a language is more than learning its vocabulary and grammar. For example, compared to English, Spanish uses many more path verbs such as ascender (‘to move upward’) and salir (‘to go out’), and expresses manner of motion optionally. English, in contrast, has many manner verbs (e.g., run, jog) and expresses path in prepositional phrases (e.g., out of the barn). The way in which a language encodes an event is known as its lexicalization pattern or bias. Using a written sentence elicitation task, we asked whether adult Spanish learners whose L1 was English adopted Spanish lexicalization biases, and what types of L2 exposure facilitated the learning of lexicalization biases. Results showed that advanced, but not intermediate, adult Spanish learners showed a path bias comparable to that found in native speakers of Spanish. Furthermore, study abroad experience is associated with better acquisition of L2 lexicalization biases when describing certain types of events. PMID:27103880

  8. The Representation of Spoken Language in Early Reading Books: Problems for L2 Learner Readers.

    ERIC Educational Resources Information Center

    Wallace, Catherine

    Some of the difficulties faced by second language learners who are continuing to acquire English at the same time as they start to read simple extended English texts are illustrated. Specific focus is on the question of how writers of early reading material can best help such learners to understand the relationship between spoken and written…

  9. Language Learner Autonomy and the European Language Portfolio: Two L2 English Examples

    ERIC Educational Resources Information Center

    Little, David

    2009-01-01

    This article argues that the Council of Europe's European Language Portfolio is capable of supporting the implementation of language learner autonomy on a large scale. It begins by explaining what the author understands by "language learner autonomy", then introduces the European Language Portfolio and explains how it can stimulate…

  10. Effects of Task Repetition on Learners' Attention Orientation in L2 Oral Production

    ERIC Educational Resources Information Center

    Fukuta, Junya

    2016-01-01

    Task repetition facilitates learners' performance, at least temporarily: Since learners are already familiar with the content of the task at the initial enactment, they are capable of focusing their attention on linguistic form during the following enactment. However, the analysis in previous studies treated various aspects of "form" as…

  11. Capturing L2 Accuracy Developmental Patterns: Insights from an Error-Tagged EFL Learner Corpus

    ERIC Educational Resources Information Center

    Thewissen, Jennifer

    2013-01-01

    The present article addresses the issue of second language accuracy developmental trajectories and shows how they can be captured via an error-tagged version of an English as a Foreign Language (EFL) learner corpus. The data used in this study were extracted from the International Corpus of Learner English (Granger et al., 2009) and consist of a…

  12. Metric Education for Adult Learners.

    ERIC Educational Resources Information Center

    Goetsch, David L.

    1978-01-01

    The metric education program developed at Okaloosa-Walton Junior College, Niceville, Florida, for students and the community in general consists of three components: a metric measurement course; multimedia labor for independent study; and metric signs located throughout the campus. Instructional approaches for adult students are noted. (MF)

  13. Using Eye-Tracking to Study the On-Line Processing of Case-Marking Information among Intermediate L2 Learners of German

    ERIC Educational Resources Information Center

    Jackson, Carrie N.; Dussias, Paola E.; Hristova, Adelina

    2012-01-01

    This study uses eye-tracking to examine the processing of case-marking information in ambiguous subject- and object-first wh-questions in German. The position of the lexical verb was also manipulated via verb tense to investigate whether verb location influences how intermediate L2 learners process L2 sentences. Results show that intermediate L2

  14. Morphological and Syntactic Transfer in Child L2 Acquisition of the English Dative Alternation.

    ERIC Educational Resources Information Center

    Whong-Barr, Melinda; Schwartz, Bonnie D.

    2002-01-01

    Compares the acquisition of the English to- and for-dative alternation by native-speaking English, Japanese, and Korean children. Investigates whether second language learners (L2) like native language learners overextend the double-object variant and whether L2 learners, like L2 adults, transfer properties of the native language grammar.…

  15. L2 Negation Constructions at Work

    ERIC Educational Resources Information Center

    Eskildsen, Soren W.

    2012-01-01

    This article explores the usage- and exemplar-based roots of second language (L2) negation construction learning. Based on two longitudinal case studies involving two adult L2 English learners and a corpus of 63 three-hour sessions of recorded classroom interactions, the study shows that L2 learning follows the predictions of usage-based models of…

  16. When Feelings Arise with Meanings: How Emotion and Meaning of a Native Language Affect Second Language Processing in Adult Learners.

    PubMed

    Sianipar, Agnes; Middelburg, Renée; Dijkstra, Ton

    2015-01-01

    To determine when and how L2 learners start to process L2 words affectively and semantically, we conducted a longitudinal study on their interaction in adult L2 learners. In four test sessions, spanning half a year of L2 learning, we monitored behavioral and ERP learning-related changes for one and the same set of words by means of a primed lexical-decision paradigm with L1 primes and L2 targets. Sensitivity rates, accuracy rates, RTs, and N400 amplitude to L2 words and pseudowords improved significantly across sessions. A semantic priming effect (e.g, prime "driver"facilitating response to target "street") was found in accuracy rates and RTs when collapsing Sessions 1 to 4, while this effect modulated ERP amplitudes within the first 300 ms of L2 target processing. An overall affective priming effect (e.g., "sweet" facilitating"taste") was also found in RTs and ERPs (posterior P1). Importantly, the ERPs showed an L2 valence effect across sessions (e.g., positive words were easier to process than neutral words), indicating that L2 learners were sensitive to L2 affective meaning. Semantic and affective priming interacted in the N400 time-window only in Session 4, implying that they affected meaning integration during L2 immersion together. The results suggest that L1 and L2 are initially processed semantically and affectively via relatively separate channels that are more and more linked contingent on L2 exposure.

  17. Listening to Learners: Consultation with Learners about Adult Literacy Education in Scotland.

    ERIC Educational Resources Information Center

    Scottish Executive Education Dept., Edinburgh.

    The views of Scottish adult literacy learners regarding existing adult literacy education and ways of improving it were examined. Input was sought through 31 focus groups that were held in five Scottish regions and involved a total of 193 adult literacy learners. Selected findings of the study were as follows: (1) although individual negotiation…

  18. Societal Responses to Adult Difficulties in L2 Acquisition: Toward an Evolutionary Perspective on Language Acquisition

    ERIC Educational Resources Information Center

    Schumann, John H.

    2013-01-01

    It is generally accepted that second language (L2) acquisition becomes more difficult as one grows older and that success in adult L2 acquisition is highly variable. Nevertheless, humans in language contact situations have to cope with intergroup communication. This article examines the ways society has responded to this challenge. It describes…

  19. How L2-Learners' Brains React to Code-Switches: An ERP Study with Russian Learners of German

    ERIC Educational Resources Information Center

    Ruigendijk, Esther; Hentschel, Gerd; Zeller, Jan Patrick

    2016-01-01

    This Event Related Potentials (ERP) study investigates auditory processing of sentences with so-called code-switches in Russian learners of German. It has often been argued that switching between two languages results in extra processing cost, although it is not completely clear yet what exactly causes these costs. ERP presents a good method to…

  20. Islands and Objects in L2 Spanish: Do You Know the Learners Who Drop___?

    ERIC Educational Resources Information Center

    Rothman, Jason; Iverson, Michael

    2013-01-01

    This study tests native Brazilian Portuguese (BP) speakers of second language (L2) Spanish in the domain of phonologically null object pronouns. This is a worthwhile first language (L1)-L2 pairing given that these languages are historically and typologically related and both seemingly allow for object drop. Nevertheless, the underlying syntax of…

  1. How Involved Are American L2 Learners of Spanish in Lexical Input Processing Tasks during Reading?

    ERIC Educational Resources Information Center

    Pulido, Diana

    2009-01-01

    This study examines the nature of the involvement load (Laufer & Hulstijn, 2001) in second language (L2) lexical input processing through reading by considering the effects of the reader-based factors of L2 reading proficiency and background knowledge. The lexical input processing aspects investigated were lexical inferencing (search), attentional…

  2. Authenticity in the Language Classroom and Beyond: Adult Learners

    ERIC Educational Resources Information Center

    Rilling, Sarah, Ed.; Dantas-Whitney, Maria, Ed.

    2009-01-01

    Adult language learners have specific learning goals that reflect their lives within a global society, and adults negotiate multiple and changing identities throughout their personal, academic, and professional lives. Chapters in "Authenticity in the Language Classroom and Beyond: Adult Learners" highlight how teachers have the ability…

  3. Alphabetic and nonalphabetic L1 effects in English word identification: a comparison of Korean and Chinese English L2 learners.

    PubMed

    Wang, Min; Koda, Keiko; Perfetti, Charles A

    2003-03-01

    Different writing systems in the world select different units of spoken language for mapping. Do these writing system differences influence how first language (L1) literacy experiences affect cognitive processes in learning to read a second language (L2)? Two groups of college students who were learning to read English as a second language (ESL) were examined for their relative reliance on phonological and orthographic processing in English word identification: Korean students with an alphabetic L1 literacy background, and Chinese students with a nonalphabetic L1 literacy background. In a semantic category judgment task, Korean ESL learners made more false positive errors in judging stimuli that were homophones to category exemplars than they did in judging spelling controls. However, there were no significant differences in responses to stimuli in these two conditions for Chinese ESL learners. Chinese ESL learners, on the other hand, made more accurate responses to stimuli that were less similar in spelling to category exemplars than those that were more similar. Chinese ESL learners may rely less on phonological information and more on orthographic information in identifying English words than their Korean counterparts. Further evidence supporting this argument came from a phoneme deletion task in which Chinese subjects performed more poorly overall than their Korean counterparts and made more errors that were phonologically incorrect but orthographically acceptable. We suggest that cross-writing system differences in L1s and L1 reading skills transfer could be responsible for these ESL performance differences.

  4. Cultural Conceptualisations in Learning English as an L2: Examples from Persian-Speaking Learners

    ERIC Educational Resources Information Center

    Sharifian, Farzad

    2013-01-01

    Traditionally, many studies of second language acquisition (SLA) were based on the assumption that learning a new language mainly involves learning a set of grammatical rules, lexical items, and certain new sounds and sound combinations. However, for many second language learners, learning a second language may involve contact and interactions…

  5. Observations in the Computer Room: L2 Output and Learner Behaviour

    ERIC Educational Resources Information Center

    Leahy, Christine

    2004-01-01

    This article draws on second language theory, particularly output theory as defined by Swain (1995), in order to conceptualise observations made in a computer-assisted language learning setting. It investigates second language output and learner behaviour within an electronic role-play setting, based on a subject-specific problem solving task and…

  6. Intercultural Competence and Language Variety on Study Abroad Programs: L2 Learners of Arabic

    ERIC Educational Resources Information Center

    Palmer, Jeremy

    2013-01-01

    This paper presents results from a project investigating over ninety learners of Arabic who studied abroad in the Arab world within the last few years. It explores their linguistic and cultural experiences during their time abroad. One of the most important issues in this paper is that of the development of intercultural competence on study abroad…

  7. Prosodic Cues in Relative Clauses Disambiguation: Bilinguals vs. L2 Learners

    ERIC Educational Resources Information Center

    Checa-Garcia, Irene

    2016-01-01

    This study investigates the preferences for attachment of a relative clause (RC) to a complex noun phrase (NP) of the type: NP1 of NP2, in Spanish-English bilinguals and advanced learners of Spanish. Spanish speakers show a moderate preference for attaching the RC to the first NP, while speakers of English prefer the second NP. Subjects were…

  8. Can Late L2 Learners Acquire New Grammatical Features? Evidence from ERPs and Eye-Tracking

    ERIC Educational Resources Information Center

    Foucart, Alice; Frenck-Mestre, Cheryl

    2012-01-01

    We report a series of ERP and eye-tracking experiments investigating, (a) whether English-French learners can process grammatical gender online, (b) whether cross-linguistic similarities influence this ability, and (c) whether the syntactic distance between elements affects agreement processing. To address these questions we visually presented…

  9. Lurking and L2 Learners on a Facebook Group: The Voices of the Invisibles

    ERIC Educational Resources Information Center

    Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit Kaur Karpal

    2016-01-01

    This qualitative research investigates the practice of lurking among English as a second language (ESL) learners in a Facebook group discussion. Lurking is a term used to describe the activity of following and observing any online discussions or activities without contributing to the discussions. Lurkers are often accused of being invisible and…

  10. The Reader-Text-Writer Interaction: L2 Japanese Learners' Response toward Graded Readers

    ERIC Educational Resources Information Center

    Tabata-Sandom, Mitsue

    2013-01-01

    This paper reports on two projects which investigated graded readers (GRs) as meaningful input for learners of Japanese as a foreign language (JFL). Project One examined the intentions of six writers of Japanese GRs. A focus group interview demonstrated that the writers had a genuine communicative intent in the writing process. Project Two…

  11. Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence

    ERIC Educational Resources Information Center

    Can Daskin, Nilüfer

    2015-01-01

    This study investigated the interactional patterns for shaping learner contributions in an EFL classroom with reference to Walsh's classroom interactional competence (CIC). In doing so, an EFL class at an English preparatory school in a Turkish state university was both videotaped and audiotaped in the course of six classroom hours. Conversation…

  12. Dictogloss as an Interactive Method of Teaching Listening Comprehension to L2 Learners

    ERIC Educational Resources Information Center

    Vasiljevic, Zorana

    2010-01-01

    The article describes how the dictogloss method and cooperative learning can be combined to promote the development of listening and speaking skills of second language learners. The paper begins with an outline of the dictogloss procedure and the theoretical background behind it. The procedures for conducting a dictogloss-based listening class are…

  13. Learner-Corpus Interaction: A Locus of Microgenesis in Corpus-Assisted L2 Writing

    ERIC Educational Resources Information Center

    Park, Kwanghyun

    2012-01-01

    This paper examines the processes through which learners interact with a corpus system and microgenetic development emerges from the interaction. The corpus system described in this paper is capable of retrieving highly relevant textual examples tailored to individual needs. Data were collected from an undergraduate ESL composition course in North…

  14. The Effect of Pre-Task Planning Time on L2 Learners' Narrative Writing Performance

    ERIC Educational Resources Information Center

    Seyyedi, Keivan; Ismail, Shaik Abdul Malik Mohamed; Orang, Maryam; Nejad, Maryam Sharafi

    2013-01-01

    Building on Baddeley's cognitive psychology (2007) and Skehan's Limited Attentional Capacity Model (2009), this article reports a study of the effects of pre-task planning time (strategic planning time) on Malaysian English learners' written narratives elicited by means of a picture composition. 50 first-year undergraduate students studying at…

  15. "Does the Form of This Word Fit Its Meaning?" The Effect of Learner-Generated Mapping Elaborations on L2 Word Recall

    ERIC Educational Resources Information Center

    Deconinck, Julie; Boers, Frank; Eyckmans, June

    2017-01-01

    If known words can be defined psycholinguistically as "form-meaning mappings", the present article investigates whether prompting learners to evaluate whether the form of a new second language (L2) word fits its meaning generates "mapping elaborations" that aid recall. Thirty Dutch-speaking upper-intermediate learners of…

  16. Comparing Hypertext Reading in L1 and L2: The Case of Filipino Adults

    ERIC Educational Resources Information Center

    Gruspe, Michael Angelo M.; Marinas, Christian Joshua L.; Villasin, Marren Nicole F.; Villanueva, Ariel Josephe Therese R.; Vizconde, Camilla J.

    2015-01-01

    This research probed into the reading experiences of adult readers in their first language (L1) and second language (L2). Qualitative in nature, the investigation focused on twelve (12) adult readers , six (6) males and six (6) females, whose first language is Filipino. Data were gathered through interviews and focus-group discussions. Based on…

  17. Teaching Pronunciation to Adult English Language Learners. CAELA Network Brief

    ERIC Educational Resources Information Center

    Schaetzel, Kirsten; Low, Ee Ling

    2009-01-01

    Adult English language learners in the United States approach the learning of English pronunciation from a wide variety of native language backgrounds. They may speak languages with sound systems that vary a great deal from that of English. The pronunciation goals and needs of adult English language learners are diverse. These goals and needs…

  18. Developing an English Mobile Learning Attitude Scale for Adult Learners

    ERIC Educational Resources Information Center

    Liu, Tzu-Ying

    2017-01-01

    In recent years, with the rapid development of mobile devices, mobile learning (m-learning) has becoming another popular topic. There is a strong need for both researchers and educators to be aware of adult learners' attitudes toward English mobile learning, yet relevant studies on mobile learning to promote English learning for adult learners are…

  19. Motivating Factors for Adult Learners in Higher Education

    ERIC Educational Resources Information Center

    Sogunro, Olusegun Agboola

    2015-01-01

    All learners learn best when they are motivated; so do adults. Hence, the way to ensure success of students in higher education is first to know what motivates and sustains them in the learning process. Based on a study of 203 university students, this paper presents eight top most motivating factors for adult learners in higher education. These…

  20. Mathematics and At-Risk Adult Learners: Would Technology Help?

    ERIC Educational Resources Information Center

    Li, Qing; Edmonds, K. A.

    2005-01-01

    In this paper, we examine the effects of computer-assisted instruction (CAI) on adult at-risk learners in fundamental mathematics education. This examination includes comparing the results of adult learners experiencing learning with CAI with those who do not. Further, we explore and present viable teaching and learning strategies for at-risk…

  1. Adult ESL Learner Assessment: Purposes and Tools. ERIC Digest.

    ERIC Educational Resources Information Center

    Burt, Miriam; Keenan, Fran

    Learner assessment is conducted in adult basic education and adult English-as-a-Second-Language (ESL) educational programs for many reasons: to place learners at appropriate instructional levels; to measure ongoing progress; to qualify students for enrollment in academic or job training programs; to verify program effectiveness; and to demonstrate…

  2. On the Role of L1 Markedness and L2 Input Robustness in Determining Potentially Fossilizable Language Forms in Iranian EFL Learners' Writing

    ERIC Educational Resources Information Center

    Nushi, Musa

    2016-01-01

    Han's (2009, 2013) selective fossilization hypothesis (SFH) claims that L1 markedness and L2 input robustness determine the fossilizability (and learnability) of an L2 feature. To test the validity of the model, a pseudo-longitudinal study was designed in which the errors in the argumentative essays of 52 Iranian EFL learners were identified and…

  3. An Alternative to Language Learner Dependence on L2 Caption-Reading Input for Comprehension of Sitcoms in a Multimedia Learning Environment

    ERIC Educational Resources Information Center

    Li, C.-H.

    2014-01-01

    Most second/foreign language (L2) learners have difficulty understanding listening input because of its implicit and ephemeral nature, and they typically have better reading comprehension than listening comprehension skills. This study examines the effects of using an interactive advance-organizer activity on the DVD video comprehension of L2

  4. Second Language Teachers' Identity Development through Online Collaboration with L2 Learners

    ERIC Educational Resources Information Center

    Kitade, Keiko

    2014-01-01

    The sociocultural perspective of second language teacher education (L2TE) (e.g., Johnson, 2009), unlike the traditional one, values the importance of teacher development through actual teaching practice. Student teachers' (STs) initial beliefs should be challenged and reconstructed by taking into account particular teaching contexts. This…

  5. Orthographic Influence on the Phonological Development of L2 Learners of Korean

    ERIC Educational Resources Information Center

    Lee, Sooyeon

    2012-01-01

    This dissertation examines the influence of L2 orthographic representation on the phonological development of American English speakers learning Korean, addressing specifically the syllabification and resyllabification of Korean intervocalic obstruents and the intervocalic liquid phoneme. Although Korean and English both employ alphabetic writing…

  6. Teaching Cases to L2 German and Russian Learners: A Cognitive Approach

    ERIC Educational Resources Information Center

    Lysinger, Diana

    2010-01-01

    This dissertation offers a Cognitive Grammar-based approach to teaching cases to L2 German and Russian students and examines the impacts of various methods of case instruction in beginning German and Russian language classes. A CG-based explanation of cases was already proposed by some CG theorists (i.e., Langacker 1987, 1991; Smith 1987, Janda…

  7. Measuring University-Level L2 Learners' Implicit and Explicit Linguistic Knowledge

    ERIC Educational Resources Information Center

    Zhang, Runhan

    2015-01-01

    Although many theoretical issues revolving around implicit and explicit knowledge in second language (L2) acquisition hinge on the ability to measure these two types of knowledge, few empirical studies have attempted to do so. However, R. Ellis (2005) did develop a battery of tests intended to provide relatively separate measures. This study aims…

  8. Is there a correlation between Japanese L2 learner's perception of English stressed words and acoustic features?

    NASA Astrophysics Data System (ADS)

    Asano, Keiko; Isei-Jakkola, Toshiko

    2003-10-01

    Is there a correlation between Japanese L2 learner's perception of English stressed words and acoustic features? [Keiko Asano (Yokohama National University, ll-ed@ynu.ac.jp) and Toshiko Isei-jaakkola (University of Helsinki)]. It is well known that the Japanese have weakness in listening to unstressed words in English, but there are less data on their perception of stressed words. Thus, the listening tests and the acoustic experiments were conducted in terms of (1) relevancy of difficulites depending on part of speech and their English proficiency, (2) the relationship between pitch and intensity of stressed words, and (3) if there is a correlation between their perception and experimental data. In the listening test, an English prose read by an American male speaker was used. The 150 Japanese L2 learners were assigned to mark the primary stressed words. The statistical results showed that there was a variance depending on part of speech and more markedly the comparative rating scores of correct words were highly correlated to the learner's English proficiency in any part of speech. In the acoustic experiments, pitch and intensity were measured. It was confirmed that (1) both F0 and dB carried the cue to perceive a stressed-word but they were not necessarily correlated, and (2) the relationship between F0 and dB might be compared only by relative movement. By further analyzing these acoustic data, prosodic combination of F0 and dB might be relevant to the correct ratios of part of speech.

  9. Engaging Black Learners in Adult and Community Education. NIACE Lifelines in Adult Learning.

    ERIC Educational Resources Information Center

    White, Lenford

    This guide explains how adult and community education (ACE) providers across Great Britain can engage black learners in ACE by making their learning programs relevant, challenging, and appropriate to adult learners from black and minority groups. The following topics are discussed: (1) the importance of engaging black and minority learners in ACE;…

  10. Vocabulary Acquisition in L2: Does CALL Really Help?

    ERIC Educational Resources Information Center

    Averianova, Irina

    2015-01-01

    Language competence in various communicative activities in L2 largely depends on the learners' size of vocabulary. The target vocabulary of adult L2 learners should be between 2,000 high frequency words (a critical threshold) and 10,000 word families (for comprehension of university texts). For a TOEIC test, the threshold is estimated to be…

  11. Cognitive and Psychosocial Factors in the Long-Term Development of Implicit and Explicit Second Language Knowledge in Adult Learners of Spanish at Increasing Proficiency

    ERIC Educational Resources Information Center

    Serafini, Ellen Johnson

    2013-01-01

    This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial individual differences (IDs) that can explain between-learner variation over time in order to expand our understanding of the…

  12. Irish Adult Learners' Perceptions of Classroom Environment: Some Empirical Findings.

    ERIC Educational Resources Information Center

    O Fathaigh, Mairtin

    1997-01-01

    Adult learners (n=532) at University College Cork (Ireland) identified the following features of a positive affective learning environment: teacher's key role in class organization and pace, healthy interpersonal interaction among students, and focused cognitive environment. Older learners were particularly sensitive to six of seven dimensions of…

  13. Beginning with the Learner: Strategies To Individualize Adult Literacy Programs.

    ERIC Educational Resources Information Center

    Shepherd, R.

    The basis for all computer-assisted instruction at the Continuing Education Learning Center at Jackson State University is the instructional techniques necessary for the success of at-risk adult learners who find traditional methods inadequate. Each learner is pretested for reading level for placement, and skill assessments are made to diagnose…

  14. Tensions in Prioritizing Adult English Language Learners' Literacy Needs

    ERIC Educational Resources Information Center

    Haworth, Penny

    2014-01-01

    Despite increasing ethnic diversity globally, there has been little research into meeting the further education needs of these learners (Bidgood, Saebi, & May, 2006). In particular, the international literature provides scant understanding of how organizations go about meeting the literacy needs of adult English language learners (ELLs). It is…

  15. How a Novice Adult Online Learner Experiences Transactional Distance

    ERIC Educational Resources Information Center

    Stein, David S.; Calvin, Jennifer; Wanstreet, Constance E.

    2009-01-01

    This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space emerged from an analysis of interview transcripts: creating a voice for learning, connecting in a…

  16. Teaching Low-Level Adult ESL Learners. ERIC Digest.

    ERIC Educational Resources Information Center

    Holt, Grace Massey

    In recent years, the English-as-a-Second-Language (ESL) teaching profession has made discoveries about teaching beginning or low-level adult learners (those with little or no schooling in their native languages, learners who may not be familiar with the Roman alphabet, those with learning disabilities, and those literate in their native languages…

  17. Forming a Clearer Image of the Ideal L2 Self: The L2 Motivational Self System and Learner Autonomy in a Japanese EFL Context

    ERIC Educational Resources Information Center

    Ueki, Michiko; Takeuchi, Osamu

    2013-01-01

    Research on the L2 Motivational Self System has drawn considerable attention in Second Language Acquisition. Previous studies have discussed the system itself, its basic concepts and their relationships to such affective variables as anxiety in various L2 learning contexts. The findings of these studies suggest that (1) having a clearer image of…

  18. Literacy Development and Language Expression for Adult Learners in Transition

    ERIC Educational Resources Information Center

    Larrotta, Clarena; Moon, Ji Yoon Christine

    2016-01-01

    This chapter provides examples of transitions that learners face connected to their participation in adult education and English literacy instruction. It describes their efforts to attain relevant language expression skills.

  19. Administrative Roles in Helping Faculty Adapt to Adult Learners.

    ERIC Educational Resources Information Center

    Miller, Keith A.

    Since the number of adult students engaging in higher education activities is growing rapidly and is expected to continue to climb, this paper is intended to help administrators develop a perspective from which to view adult learners on college campuses and craft programs to help faculty work more effectively with adult students. The first section…

  20. Becoming Adult Learners: Principles and Practices for Effective Development

    ERIC Educational Resources Information Center

    Drago-Severson, Eleanor

    2004-01-01

    This book offers a new and promising way to support adults in Adult Basic Education (ABE) and English for speakers of other languages (ESOL) programs specifically, and learners in adult education, in general. Applying renowned Harvard University psychologist Robert Kegan's constructive-development theory, Drago-Severson depicts an in-depth…

  1. Adults as Learners. Increasing Participation and Facilitating Learning.

    ERIC Educational Resources Information Center

    Cross, K. Patricia

    The literature on adult learners is reviewed, and two models of adult learning are developed. Demographic, social, and technological trends that stimulate the increasing demand for learning opportunities are examined, and the views of those who see dangers in new pressures on adults to participate in organized learning activities are considered.…

  2. Reflections from Graduate Adult Learners about Service Learning

    ERIC Educational Resources Information Center

    Alston, Geleana Drew; Clegg, T. E.; Clodfelter, Roy J., Jr.; Drye, Kimberly C.; Farrer, J. V.; Gould, Derek; Mohsin, Nidhal M.; Rankin, Tomiko N.; Ray, Sherri L.

    2016-01-01

    Adult education is grounded in responding to the needs of others, and the field places emphasis on adult learning theories such as transformative learning and experiential learning. Service learning is an educational approach that balances formal instruction and direction with the opportunity for adult learners to serve in the community as a…

  3. When Feelings Arise with Meanings: How Emotion and Meaning of a Native Language Affect Second Language Processing in Adult Learners

    PubMed Central

    Sianipar, Agnes; Middelburg, Renée; Dijkstra, Ton

    2015-01-01

    To determine when and how L2 learners start to process L2 words affectively and semantically, we conducted a longitudinal study on their interaction in adult L2 learners. In four test sessions, spanning half a year of L2 learning, we monitored behavioral and ERP learning-related changes for one and the same set of words by means of a primed lexical-decision paradigm with L1 primes and L2 targets. Sensitivity rates, accuracy rates, RTs, and N400 amplitude to L2 words and pseudowords improved significantly across sessions. A semantic priming effect (e.g, prime “driver”facilitating response to target “street”) was found in accuracy rates and RTs when collapsing Sessions 1 to 4, while this effect modulated ERP amplitudes within the first 300 ms of L2 target processing. An overall affective priming effect (e.g., “sweet” facilitating”taste”) was also found in RTs and ERPs (posterior P1). Importantly, the ERPs showed an L2 valence effect across sessions (e.g., positive words were easier to process than neutral words), indicating that L2 learners were sensitive to L2 affective meaning. Semantic and affective priming interacted in the N400 time-window only in Session 4, implying that they affected meaning integration during L2 immersion together. The results suggest that L1 and L2 are initially processed semantically and affectively via relatively separate channels that are more and more linked contingent on L2 exposure. PMID:26656502

  4. Testing the Fundamental Difference Hypothesis: L2 Adult, L2 Child, and L1 Child Comparisons in the Acquisition of Korean "Wh"-Constructions with Negative Polarity Items

    ERIC Educational Resources Information Center

    Song, Hyang Suk; Schwartz, Bonnie D.

    2009-01-01

    The fundamental difference hypothesis (FDH; Bley-Vroman, 1989, 1990) contends that the nature of language in natives is fundamentally different from the nature of language in adult nonnatives. This study tests the FDH in two ways: (a) via second language (L2) poverty-of-the-stimulus (POS) problems (e.g., Schwartz & Sprouse, 2000) and (b) via a…

  5. English Language Learners' Nonword Repetition Performance: The Influence of Age, L2 Vocabulary Size, Length of L2 Exposure, and L1 Phonology

    ERIC Educational Resources Information Center

    Duncan, Tamara Sorenson; Paradis, Johanne

    2016-01-01

    Purpose: This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, English vocabulary size, length of exposure to English, and first-language (L1) phonology. Method: Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to…

  6. Successfully Applying Team Teaching with Adult Learners

    ERIC Educational Resources Information Center

    Laughlin, Kevin; Nelson, Peggy; Donaldson, Susan

    2011-01-01

    Team teaching is a great strategy to convey systems thinking to students, families, and communities and to help learners gain multiple perspectives. Learners benefit from the professional interaction among skilled instructors. This article uses a program of land stewardship to demonstrate the advantages of team teaching. Both the advantages and…

  7. The Use of the L1 and the L2 in French L3: Examining Cross-Linguistic Lexemes in Multilingual Learners' Oral Production

    ERIC Educational Resources Information Center

    Lindqvist, Christina

    2009-01-01

    This study investigates to what degree, and in what manner, the L1 and L2(s) influence spoken French L3. The analysis is divided in two parts. The first examines the cross-linguistic lexemes of 30 Swedish learners, divided into three groups according to previous exposure to French. The results show that proficiency in the L3 is crucial: the least…

  8. Processing Tense/Aspect-Agreement Violations On-Line in the Second Language: A Self-Paced Reading Study with French and German L2 Learners of English

    ERIC Educational Resources Information Center

    Roberts, Leah; Liszka, Sarah Ann

    2013-01-01

    In this article, we report the results of a self-paced reading experiment designed to investigate the question of whether or not advanced French and German learners of English as a second language (L2) are sensitive to tense/aspect mismatches between a fronted temporal adverbial and the inflected verb that follows (e.g. *"Last week, James has…

  9. The Role of Experience in the Acquisition and Production of Diminutives and Gender in Spanish: Evidence from L2 Learners and Heritage Speakers

    ERIC Educational Resources Information Center

    Montrul, Silvina; de la Fuente, Israel; Davidson, Justin; Foote, Rebecca

    2013-01-01

    This study examined whether type of early language experience provides advantages to heritage speakers over second language (L2) learners with morphology, and investigated knowledge of gender agreement and its interaction with diminutive formation. Diminutives are a hallmark of Child Directed Speech in early language development and a highly…

  10. We're All Adults Here: Clarifying and Maintaining Boundaries with Adult Learners

    ERIC Educational Resources Information Center

    Booth, Melanie; Schwartz, Harriet L.

    2012-01-01

    Working with adult learners presents a unique set of interpersonal boundary questions. In this chapter, the authors discuss the characteristics of working with adult learners that have led them to explore questions about boundaries between them and their students. They then identify how they might define, set, maintain, adjust, and work close to…

  11. Relationships between Adult Learners' Anxiety Levels and Cooperative Exam Scores

    ERIC Educational Resources Information Center

    Curless, Julie M.

    2012-01-01

    More nontraditional, adult learners are entering higher education than ever before due to the continued growth in technology and current economic conditions that encourage adults to acquire additional skills for the workplace. The pressure for these students to do well in school and finish quickly can lead to increased anxiety associated with the…

  12. Self-Advocacy: Empowerment for Adult Learners with Learning Disabilities.

    ERIC Educational Resources Information Center

    Bates, Belinda, Ed.

    1997-01-01

    This issue of "Linkages" addresses skills that literacy programs can include in their curriculum to teach self-advocacy to adult learners with learning disabilities. Articles include: "Consumers Empowering Consumers" (Noel Gregg and Cheri Hoy); "Self-Advocacy: Practical Advice to the Adult with LD" (Pat Boyd); "Disclosure: It's a Matter of Choice"…

  13. Using Concept Maps to Engage Adult Learners in Critical Analysis

    ERIC Educational Resources Information Center

    Yelich Biniecki, Susan M.; Conceição, Simone C. O.

    2016-01-01

    An understanding of learning theories can help adult educators become more effective practitioners and meet the needs of the learners they serve. Adult educators who understand how individuals learn can be better prepared to use effective strategies during the learning process. This article addresses the use of concept maps as a strategy to engage…

  14. Implementation of an Extensive Reading Program with Adult Learners

    ERIC Educational Resources Information Center

    Greenberg, Daphne; Rodrigo, Victoria; Berry, Angelee; Brinck, Tanya; Joseph, Holly

    2006-01-01

    Extensive reading is an approach to teaching reading that has been utilized with English as a Second Language (ESL) learners, but not widely used in the adult literacy classroom. This article investigates whether this approach can be utilized in a classroom for adults who have difficulty with reading. A description of our implementation of…

  15. Position Statement on Rights of Adult Readers and Learners.

    ERIC Educational Resources Information Center

    Angus, Kathryn Bartle; Greenbaum, JoAnne

    2003-01-01

    Notes that the continuing public discussion on the quality of education has nearly overlooked adult readers and learners. Explains that this position statement was developed over several years, using input from the College Reading and Learning Association members. Addresses adult students' rights in the areas of quality instructors, instruction,…

  16. Using Young Adult Literature with Adolescent Learners of English.

    ERIC Educational Resources Information Center

    Watts, Elizabeth L.

    1999-01-01

    Discusses (1) a rationale for using young adult literature with adolescent English-as-a-Second-Language learners; (2) an approach to teaching the novel "Make Lemonade" by Virginia Euwer Wolff; (3) activities in which students engaged and samples of their work; and (4) implications for teachers who explore young adult literature with…

  17. Brain responses before and after intensive second language learning: proficiency based changes and first language background effects in adult learners.

    PubMed

    White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

    2012-01-01

    This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner's first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1-L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., "grammaticalization") are modulated by individual levels of L2 behavioural performance and learning.

  18. Effective learner-centered strategies for teaching adults: using visual media to engage the adult learner.

    PubMed

    Myers, Dennis R; Sykes, Catherine; Myers, Scott

    2008-01-01

    This article offers practical guidance for educators as they prepare specialists to enhance the lives and communities of older persons through the strategic use of visual media in age-related courses. Advantages and disadvantages of this learning innovation are provided as well as seven approaches for enriching instruction. Resources are included for locating effective visual media, matching course content with video resources, determining fair use of copyrighted media, and inserting video clips into PowerPoint presentations. Strategies for accessing assistive services for implementing visual media in the classroom are also addressed. This article promotes the use of visual media for the purpose of enriching gerontological and geriatrics instruction for the adult learner.

  19. Information Literacy and Adult Learners: Using Authentic Assessment to Determine Skill Gaps

    ERIC Educational Resources Information Center

    Rapchak, Marcia E.; Lewis, Leslie A.; Motyka, Julie K.; Balmert, Margaret

    2015-01-01

    Information literacy (IL) skills are essential for adult learners in higher education, especially those unfamiliar with information systems. Citing a lack of literature assessing such skills in adult learners, this article examines the IL abilities of adult learners in an IL course. Using a rubric and annotated bibliographies from study…

  20. Making the Connection: Some People, Programs and Ideas Highlighted by Adult Learners Week 2001.

    ERIC Educational Resources Information Center

    Cross, John; Della, Jennie

    This document profiles selected people, programs, and ideas highlighted by Australia's Adult Learners Week 2001 and begins with these papers: "Adult Learners Week: A National Celebration" (Ned Dennis); "A Message from the Adult Learners Week Patron" (Peter Hollingworth); "A Message of Support from the Prime Minister of…

  1. An Assessment of the Adult Learners' Needs at Gateway Community-Technical College.

    ERIC Educational Resources Information Center

    Luna, Wilson

    A study was conducted to assess the needs of adult learners at Gateway Community-Technical College (GCTC), in North Haven, Connecticut. An extended literature review resulted the choice of the three-part Adult Learner Needs Assessment Survey (ALNAS). In spring 1993, the ALNAS was administered to adult learners in classes at GCTC, resulting in 400…

  2. Influencing Factors in OER Usage of Adult Learners in Korea

    ERIC Educational Resources Information Center

    Kim, Byoung Wook; Lee, Won Gyu; Lee, Byeong Rae; Shon, Jin Gon

    2015-01-01

    Open Educational Resources (OER) is terminology that refers to educational resources (content and software) distributed through the Internet, free of charge and freely accessible, expanding learning opportunities for adult learners. This terminology first appeared around 2002, although its roots can be traced to the open architecture of the…

  3. Making Space for Adult Learners in Higher Education

    ERIC Educational Resources Information Center

    Osman, R.; Castle, J.

    2006-01-01

    National policy in higher education requires higher education institutions to widen access to adult learners alongside other previously excluded groups, yet gives few indications as to how this should be done. The assumption seems to have been that broadening access is sufficient in itself. In this article we argue that it is possible to construct…

  4. Participatory Photography: Can It Help Adult Learners Develop Agency?

    ERIC Educational Resources Information Center

    Yang, Kyung-Hwa

    2014-01-01

    This article draws on a participatory photography project conducted with 10 socioeconomically disadvantaged adult learners for six weeks within the framework of production pedagogy. Throughout the project, the participants took photographs about their lives in response to three prompts that I gave: (1) take photographs of people that are important…

  5. Toward a Learner-Centered System for Adult Learning

    ERIC Educational Resources Information Center

    Hermans, Henry; Kalz, Marco; Koper, Rob

    2013-01-01

    Purpose: The purpose of this paper is to present an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional…

  6. Extralinguistic Features in Conversational Repairs of Adult Second Language Learners.

    ERIC Educational Resources Information Center

    Schwartz, Joan

    Conversations between adult students of English as a second language were recorded, transcribed, and analyzed in order to establish principles of extralinguistic conversational repair technique among second language learners. A variety of gestural and kinesic features were discovered; these are described in detail and their use is contextualized…

  7. Barriers to Adult Learners of an Isolated Northern Community.

    ERIC Educational Resources Information Center

    Hilts, David J.

    In 1991, a study was conducted to determine perceptions regarding the deterrents to college attendance among adult learners in an isolated northern community. The study consisted of a survey of 40 students at the Fort Nelson campus of Northern Lights College (NLC) in British Columbia, and a follow-up interview of eight of the survey respondents.…

  8. Visual Arts and Older Adult Learners in Retirement

    ERIC Educational Resources Information Center

    Hunt, Irma

    2012-01-01

    The purpose of this study was to explore the role of visual arts and its impact on successful aging and older adult learners in retirement. Retirement is one of the most important economic, psychological, and social transitions in most people's lives. Longevity has increased in the last sixty years such that in 2010, the average person can…

  9. Motivating and Enabling Adult Learners to Develop Research Skills

    ERIC Educational Resources Information Center

    McCarthy, Grace

    2015-01-01

    Adult learners undertaking a coursework masters are understandably nervous about undertaking research projects. However if done well, such projects represent a way to encourage the quantity and quality of practitioner research, which is important in all management disciplines, not only the emerging discipline of coaching. This paper offers an…

  10. A Functional-Notional Syllabus for Adult Learners of Irish.

    ERIC Educational Resources Information Center

    Little, David, Comp.; And Others

    The first functional-notional syllabus for adult learners of Irish, written in Irish and English, is presented. The syllabus begins with an introductory section about functional-notional syllabi, their definitions and implications, and the characteristics of this syllabus. The second section provides the general aims and specific behavioral…

  11. Self-Access and the Adult Language Learner.

    ERIC Educational Resources Information Center

    Esch, Edith, Ed.

    The immediate stimulus for this collection of papers was a conference, Self-Access and the Adult Language Learner, organized by the Centre for Information on Language Teaching and Research (CILT) and the Language Centre of the University of Cambridge in December 1992 at Queen's College, Cambridge. Several 1-day conferences on the same theme were…

  12. Educational Brokering; A New Service for Adult Learners.

    ERIC Educational Resources Information Center

    Heffernan, James M.; And Others

    The emerging educational brokering service, functioning between adult learners and educational resources, aims to help them find their way into formal postsecondary education via counseling, advocacy, assessment and referral services. This monograph presents nine major issues concerning the educational brokering service: (1) definition and…

  13. Short-Duration Mindfulness Training with Adult Learners

    ERIC Educational Resources Information Center

    Crumley, Gene; Schutz, Howard

    2011-01-01

    The adult learner is typically a motivated student who comes to class prepared to pay attention. They also come with cognitive and emotional stimuli not related to the course's content, which can be distracting especially at the start of a class or following a break. Ways of dealing with the problem of start-of-class attention, and for that…

  14. Instruction and Assessment for Limited-English-Proficient Adult Learners.

    ERIC Educational Resources Information Center

    Solorzano, Ronald W.

    The report and review of literature discusses instructional and assessment practices associated with limited-English-proficient (LEP) adults, and recommends that literacy providers use alternative forms of instruction and assessment for this population that are based on: (1) an explicit emphasis on writing; (2) use of the learner's own cultural…

  15. Materials for Serving Homeless Adult Learners. A Resource Guide.

    ERIC Educational Resources Information Center

    Office of Vocational and Adult Education (ED), Washington, DC. Div. of Adult Education and Literacy.

    This guide is intended to assist in linking service providers to existing resources and models and to build awareness of the body of innovative work that has been developed to respond to needs of homeless adult learners. It describes materials for instruction, outreach, and program management that were primarily developed in projects funded under…

  16. Learning Havens for Stressed Adult Learners

    ERIC Educational Resources Information Center

    Seay, Sandra E.

    2005-01-01

    Having stressful workdays is not the sole prerogative of adult students enrolled in educational leadership programs. According to a report released by the American Institute of Stress in 2002, 80% of adult workers felt stress in the workplace. From this it can be assumed that a certain amount of stress accompanies every adult who enters an evening…

  17. Adults as Learners: Proceedings of a Conference.

    ERIC Educational Resources Information Center

    Bortner, Rayman W., Ed.; And Others

    The proceedings consist of 11 papers grouped in two major categories: the context of adult learning (social significance and fact and fiction about adult learning) and the utilization of learning models for adult instruction. Contributors are Floyd B. Fischer, George L. Maddox, Rolf H. Monge, Eric F. Gardner, Arthur W. Combs, William J. Hoyer,…

  18. The Effects of Corrective Feedback on Instructed L2 Speech Perception

    ERIC Educational Resources Information Center

    Lee, Andrew H.; Lyster, Roy

    2016-01-01

    To what extent do second language (L2) learners benefit from instruction that includes corrective feedback (CF) on L2 speech perception? This article addresses this question by reporting the results of a classroom-based experimental study conducted with 32 young adult Korean learners of English. An instruction-only group and an instruction + CF…

  19. An Autoethnographic Exchange: Exploring the Dynamics of Selves as Adult Learners and Adult Educators

    ERIC Educational Resources Information Center

    Plakhotnik, Maria S.; Delgado, Antonio; Seepersad, Rehana

    2015-01-01

    This article explores four former doctoral students' perceptions about their selves as adult learners and adult educators through the use of autoethnography and reflective dialogue. The dynamics between the two selves were explored to identify emerging themes and implications for practice in adult education. The duality of their roles as learners…

  20. Vocabulary teaching strategies and conceptual representations of words in L2 in children: evidence with novice learners.

    PubMed

    Comesaña, Montserrat; Perea, Manuel; Piñeiro, Ana; Fraga, Isabel

    2009-09-01

    A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-174] or a direct route from the L2 word [Altarriba, J., & Mathis, K. M. (1997). Conceptual and lexical development in second language acquisition. Journal of Memory and Language, 36, 550-568; Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24, 369-383]. The main goal of this paper is to study, in a child population, whether the creation of conceptual representations for L2 words is possible, even after only one session of learning of the L2 vocabulary. Furthermore, we do so by examining the efficacy of two different L2 learning methods: L2-L1 association learning vs. L2-picture association learning. A translation recognition task was employed to test whether there was a difference between a semantically related pair and an unrelated pair across conditions (i.e., a semantic interference effect). Results showed a significant semantic interference effect-a conceptual effect-in children after just one vocabulary learning session. Importantly, the L2-picture method produced a greater semantic interference effect than the L2-L1 method. The implications of these findings for models of bilingual memory are examined.

  1. Delivering Instruction to Adult Learners. Revised Edition.

    ERIC Educational Resources Information Center

    Cantor, Jeffrey A.

    This one-stop guide for trainers and educators of adults in industry, business, or the professions details a results-oriented instructional strategy that is based on the following principles for instructing adults effectively: (1) act as a leader, helper, guide, change agent, coordinator, and facilitator of learning; (2) promote active…

  2. Veterans as Adult Learners in Composition Courses

    ERIC Educational Resources Information Center

    Navarre Cleary, Michelle; Wozniak, Kathryn

    2013-01-01

    Considering veterans in the context of research on adult and nontraditional students in college writing classes, this article proposes Malcolm Knowles's six principles for adult learning as an asset-based heuristic for investigating how writing programs and writing teachers might build upon existing resources to support veteran students.

  3. Older Adult Women Learners in Transition

    ERIC Educational Resources Information Center

    Wolf, Mary Alice

    2009-01-01

    This chapter examines the potential for personal growth, development, and learning of older adult women who will have many productive years in the workforce. What implications are there for adult education communities who will interact with these older women? How do they adapt to the educational environment, and what social support will enable…

  4. First-Language Longitudinal Predictors of Second-Language Literacy in Young L2 Learners

    ERIC Educational Resources Information Center

    Shum, Kathy Kar-man; Ho, Connie Suk-Han; Siegel, Linda S.; Au, Terry Kit-fong

    2016-01-01

    Can young students' early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross-language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word-reading fluency, Chinese rapid digit naming, and Chinese rhyme…

  5. Can Higher-Proficiency L2 Learners Benefit from Working with Lower-Proficiency Partners in Peer Feedback?

    ERIC Educational Resources Information Center

    Yu, Shulin; Hu, Guangwei

    2017-01-01

    Informed by Vygotsky's conceptualization of the Zone of Proximal Development, this case study investigated the benefits of peer feedback on second language (L2) writing for students with high L2 proficiency and the factors that may influence their learning in peer feedback in the Chinese English-as-a-foreign-language context. Specifically, the…

  6. Metalinguistic Knowledge, Metalingual Knowledge, and Proficiency in L2 Spanish

    ERIC Educational Resources Information Center

    Gutierrez, Xavier

    2013-01-01

    The role of metalinguistic knowledge of language and knowledge of technical terms (i.e. metalingual knowledge) in second language (L2) learning and use is a matter of controversy in the field of Second Language Acquisition. This paper examines the development of these two types of knowledge in adult university-level learners of L2 Spanish, and…

  7. Dismay and Disappointment: Perspectives of Inexperienced Adult Learners on Becoming Webpage Readers

    ERIC Educational Resources Information Center

    Attar, Dena

    2005-01-01

    Practitioners teaching new Internet users often report that adult learners are disappointed by their first experiences of the World Wide Web. This article focuses on problematic experiences of developing new web-based literacy practices, particularly for adult learners, and how they can be addressed without attributing difficulties to learners'…

  8. Learner Outcomes as Articulated in Adult Education Literature: An Annotated Bibliography.

    ERIC Educational Resources Information Center

    Brewer, Patricia

    This annotated bibliography contains 14 citations of books, papers, and videotapes that pertain to learner outcomes in adult education. The following are cited: "Understanding and Facilitating Adult Learning" (S. Brookfield); "Self-Direction for Lifelong Learning" (P. Candy); "Helping Adults Learn Workshop" (A. Chickering); "Adults as Learners"…

  9. Full-Time Instructional Staffing and Outcomes of Advanced Adult Learners

    ERIC Educational Resources Information Center

    Patterson, Margaret Becker

    2016-01-01

    Two core adult education outcomes for advanced adult learners in U.S. states under the National Reporting System are learning gains in adult secondary education and entry into postsecondary education (PSE). Advanced learner outcomes are associated with key functions in an adult education programming framework, as well as with adequate…

  10. 350 Ways Colleges are Serving Adult Learners.

    ERIC Educational Resources Information Center

    College Entrance Examination Board, New York, NY. Future Directions for a Learning Society.

    Designed for colleges and universities desiring to serve adult students, this booklet presents new practices that have been effective on campuses throughout the U.S. Listed are 350 practices reported in a telephone survey of approximately fifty representive institutions. The first of nine sections lists practices for assessing needs. Section 2,…

  11. The Adult Learner: A Neglected Species.

    ERIC Educational Resources Information Center

    Knowles, Malcolm

    Traditional theories of learning and the teaching practices resulting from them are reviewed. Most theories of adult learning are based on research into the learning of children, which in turn is founded upon theories of animal learning. These theories, formulated under laboratory conditions, are artificial at best--and not complex enough to apply…

  12. Dialogic Reading: Adult Learners Crossing Cultural Borders.

    ERIC Educational Resources Information Center

    Gallart, Marta Soler

    A two-year ethnographic study of dialogic literary circles in Spain explored the learning experience of adults who participated in them. In a dialogic society, educational projects providing real opportunities for transformation and overcoming inequalities usually had a dialogic orientation and promoted instrumental learning as well as critical…

  13. Youth in Transition: Are They Adult Learners?

    ERIC Educational Resources Information Center

    Shaw, Lester H.; Conti, Gary J.; Shaw, Brenda S.

    2013-01-01

    Since at-risk youth are in transition to adulthood, major adult learning concepts can be applied to them. The purpose of this study was to describe the learning strategies of youth in transition to adulthood in the urban life skills program of A Pocket Full of Hope®. Both qualitative and quantitative data collecting methods were used. Assessing…

  14. Points of Transition: Understanding the Constructed Identities of L2 Learners/Users across Time and Space

    ERIC Educational Resources Information Center

    Adawu, Anthony; Martin-Beltran, Melinda

    2012-01-01

    Using sociocultural and poststructuralist theoretical lenses, this study examines the narrative construction of language-learner identity across time and space. We applied cross-narrative methodologies to analyze language-learning autobiographies and interview data from three English users who had recently transitioned to a U.S. context for…

  15. Analogy as a Tool for the Acquisition of English Verb Tenses among Low Proficiency L2 Learners

    ERIC Educational Resources Information Center

    Yoke, Soo Kum; Hasan, Nor Haniza

    2014-01-01

    The teaching of English grammar to second language learners is usually a tedious, stressful and time consuming activity and even after all the effort, students have generally found these lessons boring and confusing. As such, innovative language instructors have been trying different approaches to the teaching of grammar in their classrooms. Using…

  16. Current Trends in Adult Degree Programs: How Public Universities Respond to the Needs of Adult Learners

    ERIC Educational Resources Information Center

    Gast, Angela

    2013-01-01

    Although many adult students turn to online degree programs due to their flexibility and convenience, a majority of prospective adult learners prefer to take classes on traditional brick-and-mortar campuses. This chapter examines how public research universities create pathways to degree attainment and boost degree completion rates among adult…

  17. Expression of the Argonaute protein PiwiL2 and piRNAs in adult mouse mesenchymal stem cells

    SciTech Connect

    Wu, Qiuling; Ma, Qi; Shehadeh, Lina A.; Wilson, Amber; Xia, Linghui; Yu, Hong; Webster, Keith A.

    2010-06-11

    Piwi (P-element-induced wimpy testis) first discovered in Drosophila is a member of the Argonaute family of micro-RNA binding proteins with essential roles in germ-cell development. The murine homologue of PiwiL2, also known as Mili is selectively expressed in the testes, and mice bearing targeted mutations of the PiwiL2 gene are male-sterile. PiwiL2 proteins are thought to protect the germ line genome by suppressing retrotransposons, stabilizing heterochromatin structure, and regulating target genes during meiosis and mitosis. Here, we report that PiwiL2 and associated piRNAs (piRs) may play similar roles in adult mouse mesenchymal stem cells. We found that PiwiL2 is expressed in the cytoplasm of metaphase mesenchymal stem cells from the bone marrow of adult and aged mice. Knockdown of PiwiL2 with a specific siRNA enhanced cell proliferation, significantly increased the number of cells in G1/S and G2/M cell cycle phases and was associated with increased expression of cell cycle genes CCND1, CDK8, microtubule regulation genes, and decreased expression of tumor suppressors Cables 1, LATS, and Cxxc4. The results suggest broader roles for Piwi in genome surveillance beyond the germ line and a possible role in regulating the cell cycle of mesenchymal stem cells.

  18. Does Gender Moderate Dimensional Comparison Effects in L1 and L2 Self-Concepts of Secondary Foreign Language Learners?

    ERIC Educational Resources Information Center

    Faber, Gunter

    2012-01-01

    Introduction: With regard to the internal/external frame of reference model of academic self-concept development the present study aimed at testing its theoretical assumptions within the verbal domain--namely to analyze the relations between achievement and self-concept in the native language German (L1) and the foreign language English (L2). Due…

  19. Vocabulary Teaching Strategies and Conceptual Representations of Words in L2 in Children: Evidence with Novice Learners

    ERIC Educational Resources Information Center

    Comesana, Montserrat; Perea, Manuel; Pineiro, Ana; Fraga, Isabel

    2009-01-01

    A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations.…

  20. Motivation to Learn English Language: A Survey on Parents' & Teachers' Influence on L2 Learners in Sindh, Pakistan

    ERIC Educational Resources Information Center

    Wadho, Saeed; Memon, Shumaila; Memon, Rafique Ahmed

    2016-01-01

    Motivation is, without question, the most complex and challenging issue faced by English language teachers today (Schiedekr & Freeman, 1999). It is a key contributing factor for L2 learning (Cheng & Dornyei, 2007; Gardner, 1985b). It is an established fact that no motivation means no learning. Motivation comes from different sources.…

  1. Number Frequency in L1 Differentially Affects Immediate Serial Recall of Numbers in L2 between Beginning and Intermediate Learners

    ERIC Educational Resources Information Center

    Sumioka, Norihiko; Williams, Atsuko; Yamada, Jun

    2016-01-01

    A list number recall test in English (L2) was administered to both Japanese (L1) students with beginning-level English proficiency who attended evening high school and Japanese college students with intermediate-level English proficiency. The major findings were that, only for the high school group, the small numbers 1 and 2 in middle positions of…

  2. Speech Processing Prerequisites or L1 Transfer? Evidence from English and French L2 Learners of Arabic

    ERIC Educational Resources Information Center

    Alhawary, Mohammad T.

    2009-01-01

    The article aims at investigating speech processing prerequisite claims made by Pienemann's Processability Theory (1998). Longitudinal data from eight English L1 and one French L1 speaker learning Arabic as an L2 were used to investigate the emergence/processing of demonstrative-predicate gender agreement and verbal agreement structures…

  3. Lifeline Work: Community-Based Adult Learning and Learners' Personal Progression

    ERIC Educational Resources Information Center

    Macintyre, Janis

    2012-01-01

    This paper explores learner progression for participants in community-based adult learning (CBAL) provision in Scotland. It focuses on learners' perceptions of progression drawn from analysis of life history interviews carried out with ten adults who had participated in community-based adult learning. The analysis of data was undertaken in three…

  4. Education for Adult English Language Learners in the United States: Trends, Research, and Promising Practices

    ERIC Educational Resources Information Center

    Schaetzel, Kirsten; Young, Sarah

    2010-01-01

    Adult English language learners comprise a substantial proportion of the adult education population in the United States. In program year 2006-2007, 46% of participants enrolled in state-administered adult education programs were in English as a second language (ESL) classes. This percentage does not include English language learners enrolled in…

  5. New Wine in Old Skins: Changing Patterns in the Governing of the Adult Learner in Sweden

    ERIC Educational Resources Information Center

    Fejes, Andreas

    2005-01-01

    This paper explores the ways in which the adult learner has been governed in recent years and whether the techniques for doing this have changed over the last 50 years. The focus is first on which adult subject (adult learner) is constructed in the material analysed. What kinds of subjects are governed? This is followed by an analysis of what…

  6. Assessing Adult Learner's Numeracy as Related to Gender and Performance in Arithmetic

    ERIC Educational Resources Information Center

    Awofala, Adeneye O. A.; Anyikwa, Blessing E.

    2014-01-01

    The study investigated adult learner numeracy as related to gender and performance in arithmetic among 32 Nigerian adult learners from one government accredited adult literacy centre in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive statistics…

  7. Project-Based Learning for Adult English Language Learners. ERIC Digest.

    ERIC Educational Resources Information Center

    Moss, Donna; Van Duzer, Carol

    Project-based learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. For example, learners may research adult education resources in their community and create a handbook to share with other language learners in their program, or they might interview local employers…

  8. Second Language Acquisition across Modalities: Production Variability in Adult L2 Learners of American Sign Language

    ERIC Educational Resources Information Center

    Hilger, Allison I.; Loucks, Torrey M. J.; Quinto-Pozos, David; Dye, Matthew W. G.

    2015-01-01

    A study was conducted to examine production variability in American Sign Language (ASL) in order to gain insight into the development of motor control in a language produced in another modality. Production variability was characterized through the spatiotemporal index (STI), which represents production stability in whole utterances and is a…

  9. The Status of Metalinguistic Knowledge in Instructed Adult L2 Learning

    ERIC Educational Resources Information Center

    Roehr, Karen; Ganem-Gutierrez, Gabriela Adela

    2009-01-01

    This study investigated second language metalinguistic knowledge, or explicit knowledge about the second language, in English-speaking university-level learners of German and Spanish. The status of metalinguistic knowledge in relation to the individual difference variables of language-learning aptitude, working memory for language, and…

  10. How Similar Are Adult Second Language Learners and Spanish Heritage Speakers? Spanish Clitics and Word Order

    ERIC Educational Resources Information Center

    Montrul, Silvina

    2010-01-01

    Recent studies of heritage speakers, many of whom possess incomplete knowledge of their family language, suggest that these speakers may be linguistically superior to second language (L2) learners only in phonology but not in morphosyntax. This study reexamines this claim by focusing on knowledge of clitic pronouns and word order in 24 L2 learners…

  11. An Event Related Field Study of Rapid Grammatical Plasticity in Adult Second-Language Learners.

    PubMed

    Bastarrika, Ainhoa; Davidson, Douglas J

    2017-01-01

    The present study used magnetoencephalography (MEG) to investigate how Spanish adult learners of Basque respond to morphosyntactic violations after a short period of training on a small fragment of Basque grammar. Participants (n = 17) were exposed to violation and control phrases in three phases (pretest, training, generalization-test). In each phase participants listened to short Basque phrases and they judged whether they were correct or incorrect. During the pre-test and generalization-test, participants did not receive any feedback. During the training blocks feedback was provided after each response. We also ran two Spanish control blocks before and after training. We analyzed the event-related magnetic- field (ERF) recorded in response to a critical word during all three phases. In the pretest, classification was below chance and we found no electrophysiological differences between violation and control stimuli. Then participants were explicitly taught a Basque grammar rule. From the first training block participants were able to correctly classify control and violation stimuli and an evoked violation response was present. Although the timing of the electrophysiological responses matched participants' L1 effect, the effect size was smaller for L2 and the topographical distribution differed from the L1. While the L1 effect was bilaterally distributed on the auditory sensors, the L2 effect was present at right frontal sensors. During training blocks two and three, the violation-control effect size increased and the topography evolved to a more L1-like pattern. Moreover, this pattern was maintained in the generalization test. We conclude that rapid changes in neuronal responses can be observed in adult learners of a simple morphosyntactic rule, and that native-like responses can be achieved at least in small fragments of second language.

  12. An Event Related Field Study of Rapid Grammatical Plasticity in Adult Second-Language Learners

    PubMed Central

    Bastarrika, Ainhoa; Davidson, Douglas J.

    2017-01-01

    The present study used magnetoencephalography (MEG) to investigate how Spanish adult learners of Basque respond to morphosyntactic violations after a short period of training on a small fragment of Basque grammar. Participants (n = 17) were exposed to violation and control phrases in three phases (pretest, training, generalization-test). In each phase participants listened to short Basque phrases and they judged whether they were correct or incorrect. During the pre-test and generalization-test, participants did not receive any feedback. During the training blocks feedback was provided after each response. We also ran two Spanish control blocks before and after training. We analyzed the event-related magnetic- field (ERF) recorded in response to a critical word during all three phases. In the pretest, classification was below chance and we found no electrophysiological differences between violation and control stimuli. Then participants were explicitly taught a Basque grammar rule. From the first training block participants were able to correctly classify control and violation stimuli and an evoked violation response was present. Although the timing of the electrophysiological responses matched participants' L1 effect, the effect size was smaller for L2 and the topographical distribution differed from the L1. While the L1 effect was bilaterally distributed on the auditory sensors, the L2 effect was present at right frontal sensors. During training blocks two and three, the violation-control effect size increased and the topography evolved to a more L1-like pattern. Moreover, this pattern was maintained in the generalization test. We conclude that rapid changes in neuronal responses can be observed in adult learners of a simple morphosyntactic rule, and that native-like responses can be achieved at least in small fragments of second language. PMID:28174530

  13. Is WIOA Good for Adult Learners? A Response to Amy Pickard's Forum Essay

    ERIC Educational Resources Information Center

    Bragg, Debra D.

    2016-01-01

    According to Debra Bragg, Amy Pickard's article "WIOA: Implications for Low-Scoring Adult Learners" (EJ1125478) offers a provocative analysis of the federal Workforce Innovation and Opportunity Act (WIOA) that is important for any educator to read, especially educators who work with adult learners in postsecondary education. Pickard's…

  14. Error Analysis of Present Simple Tense in the Interlanguage of Adult Arab English Language Learners

    ERIC Educational Resources Information Center

    Muftah, Muneera; Rafik-Galea, Shameem

    2013-01-01

    The present study analyses errors on present simple tense among adult Arab English language learners. It focuses on the error on 3sg "-s" (the third person singular present tense agreement morpheme "-s"). The learners are undergraduate adult Arabic speakers learning English as a foreign language. The study gathered data from…

  15. Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners

    ERIC Educational Resources Information Center

    Schroeder, Shawnda M.; Terras, Katherine L.

    2015-01-01

    Although a majority of graduate students fall under the definition of adult learners (over age 24 years), many traditional institutions do not offer advising specific to them, nor do they recognize advising needs of these older students in online, classroom, or cohort situations. In this phenomenological study, 9 adult graduate learners were…

  16. Motivation Management of Project-Based Learning for Business English Adult Learners

    ERIC Educational Resources Information Center

    Liu, Xiaoqin

    2016-01-01

    The paper finds out poor engagement in business English training program prevents adult learners at College of Continuing Education of Guangdong University of Foreign Studies from improving their communication skills. PBL (Project-Based Learning) is proposed to motivate adult learners to get involved with learning a lot. Based on the perspective…

  17. Opening and Closing Doors for Adult Learners in a South African University

    ERIC Educational Resources Information Center

    Castle, Jane; Munro, Kathy; Osman, Ruksana

    2006-01-01

    South African universities have responded in a variety of ways to national policy directives to broaden access to mature adult learners. In this paper we examine the progress made by one institution--the University of the Witwatersrand--to open its doors to adult learners through the Centre for Part-Time Study, known as "Wits Plus." We…

  18. Changing the Odds: Informing Policy with Research on How Adult Learners Succeed

    ERIC Educational Resources Information Center

    Condelli, Larry; Kirshstein, Rita; Silver-Pacuilla, Heidi; Reder, Stephen; Wrigley, Heide Spruck

    2010-01-01

    Research has identified the barriers adult learners face in attaining their education and English proficiency goals, entering and advancing in employment, succeeding in postsecondary education and training, and navigating service systems. Most adult learners face long odds in trying to meet these goals. What would it take to address these barriers…

  19. "What Are We Doing when We Read?"--Adult Literacy Learners' Perceptions of Reading

    ERIC Educational Resources Information Center

    Duncan, Sam

    2009-01-01

    This article presents the results of a qualitative study into how adult literacy learners perceive reading. Individual interviews and focus groups were used to ask 37 adult literacy learners at a London further education college what reading is. It follows a grounded theory approach to build a model, or narrative, of reading in the form of six…

  20. The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners

    ERIC Educational Resources Information Center

    Huang, Jiuhan; Nisbet, Deanna

    2014-01-01

    This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

  1. Engaging Online Adult Learners in Higher Education: Motivational Factors Impacted by Gender, Age, and Prior Experiences

    ERIC Educational Resources Information Center

    Yoo, Sun Joo; Huang, Wenhao David

    2013-01-01

    As the number of online degree programs continues to grow among higher education institutions in the United States, engaging online adult learners to online degree programs is getting more difficult than before. Therefore, this study, situated in a land grant university, investigated the motivational factors that contribute to adult learners'…

  2. E-Learning Access, Opportunities, and Challenges for Aboriginal Adult Learners Located in Rural Communities

    ERIC Educational Resources Information Center

    Kawalilak, Colleen; Wells, Noella; Connell, Lynn; Beamer, Kate

    2012-01-01

    This exploratory qualitative study focused on 1) the learning needs of Aboriginal adult learners residing in selected First Nations communities in rural Alberta and 2) the potential for increasing access to e-learning education. Through open dialogue with First Nations community leaders, Aboriginal adult learners, and Aboriginal and non-Aboriginal…

  3. On the (Un)-Ambiguity of Adjectival Modification in Spanish Determiner Phrases: Informing Debates on the Mental Representations of L2 Syntax

    ERIC Educational Resources Information Center

    Rothman, Jason; Judy, Tiffany; Guijarro-Fuentes, Pedro; Pires, Acrisio

    2010-01-01

    This study contributes to a central debate within contemporary generative second language (L2) theorizing: the extent to which adult learners are (un)able to acquire new functional features that result in a L2 grammar that is mentally structured like the native target (see White, 2003). The adult acquisition of L2 nominal phi-features is explored,…

  4. Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

    ERIC Educational Resources Information Center

    Jameson, Molly M.; Fusco, Brooke R.

    2014-01-01

    Adult learners comprise a significant portion of current undergraduate populations, and projections indicate steady or growing numbers of adult learners in the future. Previous research has suggested that adult learners possess lower self-confidence than and face barriers not experienced by traditional undergraduate students. These constructs have…

  5. Attitudes of Adult Learners toward the Board of Governors Bachelor of Arts Degree Program at Chicago State University.

    ERIC Educational Resources Information Center

    Thompson-Davenport, Michael A.

    A study was conducted to determine the attitudes of adult learners toward the Board of Governors (BOG) bachelor's degree program at Chicago State University. The study also examined characteristics and types of adult learners, availability and kinds of services adult learners want, relevance of coursework, biases from campus officials toward…

  6. Teaching internet use to adult learners: The LANL experience

    SciTech Connect

    Smith, S.; Comstock, D.

    1995-12-01

    The Research library at Los Alamos National Laboratory has been teaching an Internet class to adult learners since May 1994. The class is a team effort, combining lecture/demo with hands-on practice using Gopher and the World Wide Web. What started out as a small short-term project has become a weekly class available to any Lab employee or associate. More than 250 people have been taught to find basic reference materials and to navigate the Internet on the Gopher and World Wide Web. The class is one of the first classes offered by the Research Library to be filled every month, and one Laboratory group has recommended that their staff attend this class in preparation for more advanced Internet and HTML classes as part of their group training. The success of this class spurred development by the Research Library of more specific subject classes using Internet resources, specifically business and general science resources.

  7. Andragogy for Teen and Young Adult Learners with Intellectual Disabilities: Learning, Independence, and Best Practices

    ERIC Educational Resources Information Center

    Bowman, Stephanie L.; Plourde, Lee A.

    2012-01-01

    Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching…

  8. The Effects of an Instructional Method on Adult Learners' Perceptions of Self-Efficacy: A Quantitative Study

    ERIC Educational Resources Information Center

    Croasmun, James T.

    2010-01-01

    The adult student undergraduate population is growing at the fastest rate on campuses in the United States and many undergraduates are still developing adult learning characteristics. Historically, college courses are generally not designed to meet the needs of adult learner or foster adult learning characteristics in developing adult learners. Is…

  9. Learner Councils in South African Schools: Adult Involvement and Learners' Rights

    ERIC Educational Resources Information Center

    Hunt, Frances

    2014-01-01

    Each secondary school in South Africa is legally obliged to establish a representative council of learners, a democratically elected, learner-only council. This article looks at how the representative councils of learners are realised in practice in four secondary schools. Three research questions focus on the practice of representative councils…

  10. Russian Speakers' L2 Chinese Acquisition of "Wh"-Topicalization at the Syntax-Discourse Interface

    ERIC Educational Resources Information Center

    Dugarova, Esuna

    2014-01-01

    In recent second language (L2) research it has been proposed that unlike linguistic phenomena pertaining to internal interfaces, those at external interfaces pose greater difficulty to adult L2 learners and may not be fully acquired. It has further been pointed out that such problematic acquisition at the interface level should not be attributed…

  11. Working Memory Effects in the L2 Processing of Ambiguous Relative Clauses

    ERIC Educational Resources Information Center

    Hopp, Holger

    2014-01-01

    This article investigates whether and how L2 sentence processing is affected by memory constraints that force serial parsing. Monitoring eye movements, we test effects of working memory on L2 relative-clause attachment preferences in a sample of 75 late-adult German learners of English and 25 native English controls. Mixed linear regression…

  12. Motivational Challenges of Adult Learners in Self-Directed E-Learning

    ERIC Educational Resources Information Center

    Kim, Kyong-Jee

    2009-01-01

    Learner motivation is a key to effective instruction and is critical to creating a successful online learning environment; yet, there is a paucity of theory and empirical research on how to create a motivating online learning environment. The purpose of the present study was to explore and describe the experiences of adult learners in a…

  13. An Exploratory Study of Adult Learners' Perceptions of Online Learning: Minority Students in Continuing Education

    ERIC Educational Resources Information Center

    Kuo, Yu-Chun; Belland, Brian R.

    2016-01-01

    The study was an investigation of online adult learners' perceptions of interaction, satisfaction, and performance within an online course using the Blackboard platform. Interaction included learners' interaction with the instructor, content, and the classmates. The effect of student background variables and course-related variables on interaction…

  14. The Effect of an Educator's Teaching Style on the Math Anxiety of Adult Learners

    ERIC Educational Resources Information Center

    Hosch, Mary L.

    2014-01-01

    Many adults are obstructed from specialized professions based on their anxiety of math. Math anxiety has been extensively researched for over 3 decades. Scholars have attempted to define its origins as well as the means to eliminate its often-debilitating effect on learners. Research indicates that learners with math anxiety often give up career…

  15. Using Wiki to Teach Part-Time Adult Learners in a Blended Learning Environment

    ERIC Educational Resources Information Center

    Basar, Siti Mariam Muhammad Abdul; Yusop, Farrah Dina

    2014-01-01

    This exploratory study investigated the perceptions of 31 part-time adult learners who participated in an online collaborative writing experience. Situated in the context of a blended learning environment of an advanced English learning course, this study looked into learners' perceptions with respect to the benefits of collaborative writing using…

  16. The Effect of English Verbal Songs on Connected Speech Aspects of Adult English Learners' Speech Production

    ERIC Educational Resources Information Center

    Ashtiani, Farshid Tayari; Zafarghandi, Amir Mahdavi

    2015-01-01

    The present study was an attempt to investigate the impact of English verbal songs on connected speech aspects of adult English learners' speech production. 40 participants were selected based on the results of their performance in a piloted and validated version of NELSON test given to 60 intermediate English learners in a language institute in…

  17. Adult Learners' Perceptions of the Incorporation of Their L1 in Foreign Language Teaching and Learning

    ERIC Educational Resources Information Center

    Brooks-Lewis, Kimberly Anne

    2009-01-01

    This article challenges the theory and practice of the exclusion of the adult learner's first language (L1) by reporting learners' overwhelmingly positive perceptions of its incorporation in foreign language teaching and learning. Classroom-based research was undertaken with university students in an English as a foreign language course which…

  18. Examining English Language Learning Motivation of Adult International Learners Studying Abroad in the US

    ERIC Educational Resources Information Center

    Weger, Heather D.

    2013-01-01

    The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed…

  19. Old Dogs, Children, and Watermelon Wine: Focus on the Older Adult Learner.

    ERIC Educational Resources Information Center

    Kasworm, Carol E.

    1978-01-01

    Three significant elements should be considered in offering educational programs for the older learner: acceptance (old dogs); support (God bless little children while they're too young to hate); and dependability (watermelon wine). Guidelines are offered for the teacher entering the classroom composed of adult learners. (KC)

  20. Content-Learning Tasks for Adult ESL Learners: Promoting Literacy for Work or School

    ERIC Educational Resources Information Center

    Ewert, Doreen E.

    2014-01-01

    Teachers of English as a second language (ESL) are often on the frontline of working with adult ESL learners who are facing a difficult developmental pathway to academic and/or economic success. These learners come to the task of learning English with widely varying schooling experiences, degrees of first language literacy, and English language…

  1. Adult English Language Instruction in the 21st Century. Issues in Preparing Adult English Language Learners for Success Series.

    ERIC Educational Resources Information Center

    Van Duzer, Carol; Florez, MaryAnn Cunningham

    This book provides educators and education policy makers a picture of where the field of teaching adult English language learners is today in order to build a more effective delivery system for the future. It places adult English-as-a-Second-Language (ESL) in the broader context of the U.S. education system (K-12 and adult education), then…

  2. Making Maths Useful: How Two Teachers Prepare Adult Learners to Apply Their Numeracy Skills in Their Lives outside the Classroom

    ERIC Educational Resources Information Center

    Brooks, Carolyn

    2015-01-01

    This pilot case study of two teachers and their learner groups from Adult and Community settings, investigates how numeracy teachers, working with adult learners in discrete numeracy classes, motivate and enable learners to build on their informal skills and apply new learning to their own real-life contexts. Teachers used a range of abstract and…

  3. "What Is My Problem?" A Case Study of an Adult Indonesian E.S.L. Learner in Australia.

    ERIC Educational Resources Information Center

    Hoven, Debra

    A case study investigated the linguistic and social contexts of an adult Indonesian learner of English as a second language (ESL) in Australia, and how these factors affected his language learning progress. The learner, raised in Indonesia, was a young adult of Chinese descent. The discrepancy between the learner's perceptions of his own language…

  4. Exploring Education Major Focused Adult Learners' Perspectives and Practices of Web-Based Distance Education in Sixteen Universities

    ERIC Educational Resources Information Center

    Zhang, Jing

    2009-01-01

    Distance education is not a new concept for all kinds of learners in the modern societies. Many researchers have studied traditional distance education programs for adult learners in the past, but little research has been done on Web-based distance education (WBDE) for adult learners. There are also many popular online universities in the U.S. or…

  5. The Future of Telecourses and the Adult Learner: Report from the ITC Symposium.

    ERIC Educational Resources Information Center

    Brock, Dee; Purdy, Leslie

    1991-01-01

    Describes the Instructional Telecommunications Consortium's 1991 "Symposium on Telecommunications and the Adult Learner," reviewing reasons the symposium focused on telecourses, and discussing five major imperatives for the continuing expansion of telecourses: thinking strategically, identifying learning needs, redefining telecourses, raising the…

  6. The Social-Interaction Learning Styles of Irish Adult Learners: Some Empirical Findings.

    ERIC Educational Resources Information Center

    O Fathaigh, Mairtin

    An action research project was conducted to understand the learning style profile of Irish adult learners better and to integrate the findings into development seminars for adult education teachers and tutors. The Grasha-Riechmann Student Learning Styles Scale (GRSLSS) was chosen as the research instrument to explore Irish adults' learning styles…

  7. Adult Learners' Funds of Knowledge: The Case of an English Class for Parents

    ERIC Educational Resources Information Center

    Larrotta, Clarena; Serrano, Arlene

    2012-01-01

    This research is rooted in an approach that sees English learning and teaching as practices shaped by adults' funds of knowledge and adult-learning principles. We investigate how English-literacy instruction can build on the funds of knowledge (life experiences, knowledge, skills, and learning habits) that adult learners bring with them. In…

  8. A Study of Developmental Collaborative Diagnosis in Small Groups of Adult Learners.

    ERIC Educational Resources Information Center

    Rominger, Roger Kyle

    The author developed a theory of developmental collaborative diagnosis for small groups of adult learners, constructed a procedural model, and identified possible advantages of such diagnosis. Data were gathered from the fields of adult education, diagnosis, and social psychology, from consultations with adult education professors, and from…

  9. Old Myths and New Realities: Restructuring Student Services for Adult Learners.

    ERIC Educational Resources Information Center

    Brodzinski, Frederick R.

    Trends in the enrollment of adult students in higher education are examined, and some inappropriate policies and procedures presently in effect at colleges and universities that are obstacles to adult learners are discussed. The demographic picture of the adult student population is presented as are projections for the general population and…

  10. Balancing Act: A Phenomenological Study of Female Adult Learners Who Successfully Persisted in Graduate Studies

    ERIC Educational Resources Information Center

    Shepherd, Jeff; Nelson, Barbara Mullins

    2012-01-01

    A study was conducted utilizing Cross' (1981) barriers to adult learning as a framework to better understand how adults successfully complete their graduate studies. Participants in the study were solicited via Facebook and LinkedIn. Three female adult learners who persisted in their graduate studies while balancing demands outside academics…

  11. Program Evaluation of a Community College Adult Program for Underprepared Learners

    ERIC Educational Resources Information Center

    Watta, Michelle

    2013-01-01

    This study describes a program evaluation of a community college adult program for underprepared learners in the eastern lower peninsula of Michigan. The purpose of the program is to make postsecondary education more accessible to those adults who typically would not consider postsecondary education an option. Guided by Cross's adult learning…

  12. Measuring the Attitudes of Adult Learners: A First Application of RAACES in Greece

    ERIC Educational Resources Information Center

    Stamouli, Lamprini; Valkanos, Efthymios; Economou, Andreas

    2010-01-01

    This article made use of the model "Revised adult attitudes toward continuing education scale" (RAACES) to investigate the attitudes of adult learners in Vocational Training Centers (VTC/KEK) in Greece. The work aims to confirm the scale-measuring attitudes of adults resulting from the adoption of the RAACES model. Based on the results…

  13. Uses of Technology in the Instruction of Adult English Language Learners. CAELA Network Brief

    ERIC Educational Resources Information Center

    Moore, Sarah Catherine K.

    2009-01-01

    In program year 2006-2007, 46 percent of the adults enrolled in federally funded, state-administered adult education programs in the United States were enrolled in English as a Second Language (ESL) programs. These adult English language learners represent a wide range of ages, nationalities, native languages, and English proficiency levels. In…

  14. Developing Critical Thinking Skills in Adult Learners through Innovative Distance Learning.

    ERIC Educational Resources Information Center

    Jones, Jo M.; Safrit, R. Dale

    The materials contained in this document are intended for use in a training session for adult educators. The document is designed with the following objectives in mind: inspire adult educators to increase their knowledge of critical thinking in distance education, stimulate participants to foster critical thinking in adult learners, and provide…

  15. The Influence of Cross-Linguistic Input and L2 Proficiency on L2 Reading Comprehension among Spanish-Speaking Adults Learning English as a Second Language

    ERIC Educational Resources Information Center

    Rodriguez, Astrid Sussette

    2010-01-01

    Developing literacy and language proficiency in English is essential to thrive in school and in the workforce in American society. Research on cross-linguistic influences on text-level skills is scant, especially studies investigating reading comprehension among language-minority adults. The present study investigated the effects of…

  16. The Garbage Crisis: Environmental Issues for Adult ESL Learners.

    ERIC Educational Resources Information Center

    Heffernan, Helen

    This module on the garbage crisis is for intermediate and advanced learners of English as a Second Language. It seeks to inform learners about this issue and to give them an opportunity to direct their concerns about the environment into positive action. The guide uses the problem-posing methodology of Paulo Freire. This methodology has three…

  17. The adult learner: is it necessary to understand for teaching in anesthesiology.

    PubMed

    Gaiser, Robert R

    2010-01-01

    Educators came to realize what internists and pediatricians have known all along: adults and children are not the same. They differ in physiology, pharmacology, and learning. To approach teaching of the adult learner as one would a child is likely to fail. To effectively design and execute a curriculum for the adult, the teacher must consider the role of personal experience, learning preparedness, learning orientation, and motivation to learn. Although these principles may seem novel, they represent good judgment when teaching the adult. The key factor for the educator is to determine the needs of the adult (which is typically based upon personal experience) and then design and implement a curriculum based upon these needs. This approach is backward from the approach used in children in which the curriculum is established without any input from the learner. One other means to improve success is to foster personal reflection upon the teaching by the adult learner. This reflection may develop from carefully phrased questions, from activities in applying the knowledge, or from within the learner. By helping the learner to reflect, the true goals of the teaching may be achieved and the teacher is rewarded by having a more knowledgeable provider, who is able to use and to question the new knowledge. The cycle of adult learning is completed but also starts again.

  18. Recognition of Prior Learning as a Technique for Fabricating the Adult Learner: A Genealogical Analysis on Swedish Adult Education Policy

    ERIC Educational Resources Information Center

    Andersson, Per; Fejes, Andreas

    2005-01-01

    This article focuses on the recognition of prior learning and the figure of thought it represents in Swedish policy on adult education. It can be seen as a technique for governing the adult learner and a way of fabricating the subject. We are tracing this thought back in time to see how it has changed and what it consists of. The material analysed…

  19. The Perception of Adult Learners Concerning Their Satisfaction of Their Educational Experiences in a Midwestern Community College

    ERIC Educational Resources Information Center

    McCallum, Constance L.

    2012-01-01

    In the United States, over 90 million adult students, aged 25 years or older, are engaging in post-secondary studies (Stokes, 2006). Adult learners are the fastest growing segment in higher education and this trend is expected to continue into the future (Benshoff & Lewis, 1992). This expanding influx of adult learners into colleges and…

  20. Learner Corpus Analysis and the Development of L2 Pragmatic Competence in Networked Inter-cultural Language Study: The Case of German Modal Particles

    ERIC Educational Resources Information Center

    Belz, Julie; Vyatkina, Nina

    2005-01-01

    This article reports on a corpus-based, developmental pedagogical intervention for the teaching of German modal particles (MPs) in which learners examined their own emerging MP use as well as that of their native-speaking keypals in the context of electronically mediated, project-based collaboration. Individual learner development was traced…

  1. Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /[alveolar approximant]/ by Japanese Learners of English

    ERIC Educational Resources Information Center

    Saito, Kazuya; Lyster, Roy

    2012-01-01

    Sixty-five Japanese learners of English participated in the current study, which investigated the acquisitional value of form-focused instruction (FFI) with and without corrective feedback (CF) on learners' pronunciation development. All students received a 4-hr FFI treatment designed to encourage them to notice and practice the target feature of…

  2. Corpus Study of Verb Patterns of Unaccusative Verbs "Appear," "Happen" and "Occur" in L2 English Written by Japanese Learners of English

    ERIC Educational Resources Information Center

    Owada, Kazuharu

    2013-01-01

    There have been many studies on the acquisition of English unaccusative verbs which make use of learner corpora. Most of these studies have so far concluded that even advanced learners of English ungrammatically passivize unaccusative verbs and produce sentences such as "*The accident was happened" and "*The mobile phone was…

  3. In Pursuit of Critical Literacy: Understanding Experiences of Exclusion for Adult Literacy Learners

    ERIC Educational Resources Information Center

    Howard, Margaret; Logan, Anna

    2012-01-01

    This paper explores exclusion and equality through critical theory, in the context of adult literacy provision in Ireland, by investigating the sites of exclusion that exist for a group of five male adult literacy learners. A summary review of literacy theories, exclusion and equality is provided framing the reporting of data from this…

  4. Reaching a Culturally Diverse Immigrant Population of Adult English Language Learners

    ERIC Educational Resources Information Center

    Johnson, Joan; Owen, Linda

    2013-01-01

    Culturally Responsive Teaching (CRT) is a framework to help adult English as a second language (ESL) educators renovate their practices into effective, culturally responsive programs, readily accessible to adult learners. Four CRT strategies that can be used include (a) validation through caring, (b) valuing cultural experiences, (c) creating a…

  5. Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners

    ERIC Educational Resources Information Center

    Khiat, Henry

    2015-01-01

    Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study…

  6. Do "Learners" Always Learn? The Impact of Workplace Adult Literacy Courses on Participants' Literacy Skills

    ERIC Educational Resources Information Center

    Wolf, Alison; Jenkins, Andrew

    2014-01-01

    This paper examines the degree to which British adults participating in workplace literacy courses improved their reading comprehension skills, using longitudinal data which cover the period from enrolment until between two and three years later. Learners were tested using an instrument designed explicitly for adults, with two parallel forms. For…

  7. The Perfect Pairing: The Adult Learner and the Boutique Winery in the Start-Up Phase

    ERIC Educational Resources Information Center

    Heath-Simpson, Delta F.

    2011-01-01

    The purpose of this phenomenological study was to understand and describe the lived experiences of adult learners who are owners and managers of small winery businesses operating in the start-up phase of the organizational life cycle. The study explored and identified the meaning of adult learning in the entrepreneurial context and its affect on…

  8. Faculty Perspectives and Needs in Supporting Adult English Learners: Linking Measurement to Practice

    ERIC Educational Resources Information Center

    Shore, Jane; Lentini, Jennifer; Molloy, Hillary; Steinberg, Jonathan; Holtzman, Steven

    2015-01-01

    Results from a survey of 227 adult English learner (EL) faculty in community and technical colleges in the United States reveal a clear desire to better serve adult ELs, but a lack of resources specifically designed to do so. Faculty want and need more resources to support the teaching and learning process, in the form of thoughtful assessments,…

  9. Adult Learners Understanding in Learning Islam Using the Andragogy Approach in Singapore

    ERIC Educational Resources Information Center

    Kadir, Mohd Amin Bin

    2016-01-01

    This study describes adult learners understanding in learning Islam using the andragogy approach in Singapore comprising multicultural and multi-religious society. Singapore is a secular state where freedom of religion is encrypted in the constitution and Malay/Muslim comprises 13.3% of the population. Adults learn Islam to deepen their…

  10. The Influence of Social Media on Adult Learners' Knowledge Construction and Democratic Participation

    ERIC Educational Resources Information Center

    Feldman, Eric M.

    2015-01-01

    This paper provides a resource on the impact of social media on adult learners' construction of knowledge, particularly as it pertains to adult education's role in fostering a robust democratic society. There has been an increase in the literature in recent years that explores the various aspects of social media use, such as the incivility of…

  11. The California and Central Valley Microwave Network: Serving Adult Learners through Lifelong Learning Opportunity.

    ERIC Educational Resources Information Center

    Leveille, David E.

    Ways that technology is being integrated into the instructional and administrative operation of U.S. colleges are considered, along with the application of one of the technologies, microwave, to adult learning opportunities. Changing demographics relating to adult learners over the next 10 to 15 years are identified. Eight projects applying…

  12. The Processing Behaviours of Adult Second Language Learners and Their Relationship to Second Language Proficiency.

    ERIC Educational Resources Information Center

    Mangubhai, Francis

    1991-01-01

    Investigated the behaviors for processing language input demonstrated by five adults beginning to learn Hindi as a second language through the Total Physical Response method. The study suggests that, when adult learners are provided with comprehensive input, they engage in a variety of behaviors to extract meaning from it. (73 references) (GLR)

  13. Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning

    ERIC Educational Resources Information Center

    Grable, John E.

    2011-01-01

    Innovation in doctoral degree program development and delivery provides an effective counterpoint to the expert-apprentice model established in the Middle Ages. The author outlines the importance of innovation in reaching adult learners and describes an innovative hybrid PhD program designed to allow aspiring doctoral adult-age students to pursue…

  14. Exploring an Accelerated College Program for Adult Learners: A Program Evaluation

    ERIC Educational Resources Information Center

    Engleking, Charlene

    2015-01-01

    Many colleges and universities have expanded their mission to include adult learners. Programs range from scheduling traditional courses in the evening to designing new programs tailored to meet the needs of working adults. Program designers have relied on theorists such, as Mezirow (1991), Houle (1996), and Knowles, Holton, and Swanson (1998), to…

  15. Adult Learners' Satisfaction and Its Relation to Characteristics of the Individual and the Educational Institution

    ERIC Educational Resources Information Center

    Boeren, Ellen; Nicaise, Ides; Baert, Herman

    2012-01-01

    This article explores satisfactory learning experiences of adult learners in Flemish formal adult education. Satisfaction is an important issue in motivational psychology. We used the Comprehensive Lifelong Learning Participation Model of Boeren, Nicaise and Baert and explored whether satisfactory experiences relate to characteristics of the…

  16. Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners. An Adult Literacy National Project Report

    ERIC Educational Resources Information Center

    Burgoyne, Ursula; Hull, Oksana

    2007-01-01

    This study examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese refugee learners. While teachers met the needs of these learners insofar as they coincided with those of other refugee groups, the highly oral language culture of these learners appeared…

  17. Profiling the Phonological Processes Shaping the Fossilized IL of Adult Learners of English as a Foreign Language: Some Theoretical Implications.

    ERIC Educational Resources Information Center

    Monroy, Rafael

    2001-01-01

    Describes the frozen interlanguage (IL) of adult learners of English in a natural setting to profile phonological processes that underlie their output. Also examines the impact on learners' oral behavior and the role played by transfer and developmental processes in such behavior. Analysis yields 10 processes shaping learners' IL that are…

  18. Segmental Acquisition in Adult ESL Learners: A Longitudinal Study of Vowel Production

    ERIC Educational Resources Information Center

    Munro, Murray J.; Derwing, Tracey M.

    2008-01-01

    Research on second language (L2) phonetic learning indicates that, even in adults, segmental acquisition remains possible through L2 experience. However, the findings of previous cross-sectional studies of vowel and consonant learning have proved difficult to interpret. In this longitudinal investigation of 44 recent arrivals in Canada,…

  19. Domain-Wide or Variable-Dependent Vulnerability of the Semantics-Syntax Interface in L2 Acquisition? Evidence from "Wh"-Words Used as Existential Polarity Words in L2 Chinese Grammars

    ERIC Educational Resources Information Center

    Yuan, Boping

    2010-01-01

    Most studies in the second language (L2) literature that deal with interface issues do so in holistic terms. On the one hand, researchers have suggested that interface relations between the syntax and other domains are particularly difficult for adult L2 learners. On the other, it has been argued that such relations can be established in a…

  20. Reasons for the Slow Completion of Masters and Doctoral Degrees by Adult Learners in a South African Township

    ERIC Educational Resources Information Center

    Motseke, Masilonyana

    2016-01-01

    The aim of the study was to investigate the reasons why adult learners took longer than required to complete their Master's and Doctoral degrees. A questionnaire and focus group interviews were used to collect data. Twenty adult learners who registered for the Master's and Doctoral degrees at one township campus of a university were targeted, and…

  1. The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment

    ERIC Educational Resources Information Center

    Botha, Jo-Anne; Coetzee, Mariette

    2016-01-01

    This study investigated the relationship between self-directedness (as measured by the Adult Learner Self-Directedness Scale) and biographical factors such as age, race, and gender of adult learners enrolled at a South African open distance learning (ODL) higher education institution. Correlational and inferential statistical analyses were used. A…

  2. A Study of Associations between Age, Race, Gender, and Adult Learners Graduating from a Distant-Learning Master's Program

    ERIC Educational Resources Information Center

    Naughton, Deborah Trupp

    2010-01-01

    This study focused on adult learners' age, race, gender, and whether they graduated from a distant-learning, master in the art of teaching program at an accredited college during the three academic semesters that comprised the 2007-2008 school year. The dependent variable used in this study consisted of whether adult learners graduated from a…

  3. Factors of Significant Impact on Proficiency Levels of Adult ESL Learners within Post-Secondary Education in Puerto Rico

    ERIC Educational Resources Information Center

    Perez, Ramon

    2011-01-01

    This qualitative case study seeks to identify factors that have a significant impact on the second language proficiency levels of adult English as a Second Language (ESL) learners at a four-year university in Puerto Rico. Current data indicate that a significant percentage of adult ESL learners encounter major difficulties within the process of…

  4. Improving Adult English Language Learners' Speaking Skills. ERIC Digest.

    ERIC Educational Resources Information Center

    Florez, MaryAnn Cunningham

    Listening and speaking, the most used language skills in the classroom, are critical for functioning in an English language context, and are logical starting points for language instruction for low-literacy learners. Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. A…

  5. Assessing Adult Learners in Project-Based Learning

    ERIC Educational Resources Information Center

    Scott, Joyce A.

    2016-01-01

    Jones International University (JIU) offers online programs from the associate degree to the doctorate. JIU students are working professionals who seek to improve employability and prospects for advancement. Recognizing that learning in adulthood is social and embedded in the learner's life context, JIU designed instruction to give learners…

  6. A Second Look at Evaluation for Adult Learners.

    ERIC Educational Resources Information Center

    Zalon, Margarete Lieb

    Certain types of evaluation tools used in continuing education offerings limit the evaluation process and hence the value of the offering. Asking a yes/no question as an exclusive evaluation method for learners' achievement of objectives is inappropriate for certain types of offerings. Provision should be made for assessment of continuing…

  7. Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner

    ERIC Educational Resources Information Center

    Boshier, Roger; Huang, Yan

    2009-01-01

    Prior to 1949 the Chinese Communist Party orchestrated innovative and participatory forms of adult education. This article concerns Madame Li Li, a leading Chinese Communist woman adult educator. Western delegates at the International Council for Adult Education 1984 Shanghai symposium on adult education were fascinated by Madame Li Li because,…

  8. Air Writing as a Technique for the Acquisition of Sino-japanese Characters by Second Language Learners

    ERIC Educational Resources Information Center

    Thomas, Margaret

    2015-01-01

    This article calls attention to a facet of the expertise of second language (L2) learners of Japanese at the intersection of language, memory, gesture, and the psycholinguistics of a logographic writing system. Previous research has shown that adult L2 learners of Japanese living in Japan (similarly to native speakers of Japanese) often…

  9. The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States

    ERIC Educational Resources Information Center

    Mori, Yoshiko; Calder, Toshiko M.

    2015-01-01

    This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese-speaking children) in the United States. One hundred sixteen high school students ages 15-18 from eight hoshuukoo completed…

  10. Cantonese English as a Second Language Learners' Perceived Relations between "Similar" L1 and L2 Speech Sounds: A Test of the Speech Learning Model

    ERIC Educational Resources Information Center

    Chan, Alice Y. W.

    2012-01-01

    This article reports on the results of a research study that investigated Cantonese English as a second language (ESL) learners' perception of English speech sounds, their perceived relations between "similar" English and Cantonese sounds, as well as the applicability of the claims of the Speech Learning Model (SLM) to second language…

  11. Adult Learners' Perceptions of a Professional Development Program Comparing Live Distance Learning versus Live Local Learning

    ERIC Educational Resources Information Center

    Buxton, Eric; De Muth, James

    2012-01-01

    Reduced corporate training budgets require cost efficiencies in professional development. Distance learning, with its lower intrinsic costs, will likely become more prevalent. Therefore, the educational experience will change for many professionals. The objective of this study was to examine the perceptions of adult learners attending a drug…

  12. Factors Impacting Adult Learner Achievement in a Technology Certificate Program on Computer Networks

    ERIC Educational Resources Information Center

    Delialioglu, Omer; Cakir, Hasan; Bichelmeyer, Barbara A.; Dennis, Alan R.; Duffy, Thomas M.

    2010-01-01

    This study investigates the factors impacting the achievement of adult learners in a technology certificate program on computer networks. We studied 2442 participants in 256 institutions. The participants were older than age 18 and were enrolled in the Cisco Certified Network Associate (CCNA) technology training program as "non-degree" or…

  13. Professional Development to Work with Low-Educated Adult ESL Learners: Searching beyond the Program

    ERIC Educational Resources Information Center

    McCluskey, Corrie

    2012-01-01

    After following career interests that included anthropology and the visual arts, the author realized that working with adult immigrants with limited formal education and literacy skills was her path and her passion. Since few programs in the TESOL field focused on these learners, the author sought out instruction in nontraditional spaces to…

  14. Testing the Development of Linguistic Knowledge in Adult Naive Learners of American Sign Language

    ERIC Educational Resources Information Center

    Von Pein, Margreta; Altarriba, Jeanette

    2011-01-01

    The present study was designed to investigate the ways in which notions of semantics and phonology are acquired by adult naive learners of American Sign Language (ASL) when they are first exposed to a set of simple signs. First, a set of ASL signs was tested for nontransparency and a set of signs was selected for subsequent use. Next, a set of…

  15. The Lure of Non-Credit Studio Art Classes for Adult Learners

    ERIC Educational Resources Information Center

    Murray, Gina C.

    2012-01-01

    The purpose of this study was to examine the motivation and satisfaction of adult learners who participated in non-credit studio art classes. Leisure motivation has been researched by educators, philosophers, psychologists, and social scientists (Candy, 1991; Brookfield, 2005: Dewey, 1980; Knowles, 1998; Maslow, 1970; Rogers, 1961, Stebbins,…

  16. Adult Learners' Use of Flexible Online Resources in a Blended Programme

    ERIC Educational Resources Information Center

    Cornelius, Sarah; Gordon, Carole

    2009-01-01

    This paper presents a case study of a blended programme for adults and discusses findings from a mixed-methods investigative study of learners' and tutors' experiences of the programme. The programme employs a set of flexible online resources, which are activity-based and designed to provide choice in study routes and modes of learning. Our…

  17. Increasing Adult Learner Persistence and Completion Rates: A Guide for Student Affairs Leaders and Practitioners

    ERIC Educational Resources Information Center

    Culp, Marguerite McGann, Ed.; Dungy, Gwendolyn Jordan, Ed.

    2014-01-01

    More than a third of all undergraduate students are 25 or older, and their presence on college and university campuses is growing. However, institutions of higher learning are struggling to meet the needs of, and improve persistence and completion rates for, this significant student population. "Increasing Adult Learner Persistence and…

  18. Practitioners' Perceptions of Dyslexia and Approaches towards Teaching Learners with Dyslexia in Adult Literacy Classes

    ERIC Educational Resources Information Center

    Ade-Ojo, Gordon O.

    2012-01-01

    Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners' and policy makers' understanding of dyslexia itself, it is important to carry out an exploration of the…

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

    ERIC Educational Resources Information Center

    Paredes, Elsie Elena

    2010-01-01

    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…

  20. Learning English as Thai Adult Learners: An Insight into Experience in Using Learning Strategies

    ERIC Educational Resources Information Center

    Suwanarak, Kasma

    2015-01-01

    This research aims to understand language learning strategies of Thai adult learners and factors affecting their strategy use. The participants are forty officers of General Service Division of the Council of State of Thailand, attending an English training course for developing their work potential. The data were collected through the…

  1. Toward an Understanding of Graduate Preservice Elementary Teachers as Adult Learners of Mathematics

    ERIC Educational Resources Information Center

    Welder, Rachael M.; Champion, Joe

    2011-01-01

    Career-switchers who are returning to university for training as future elementary school teachers join an important and increasing group of adult learners of mathematics. These graduate preservice elementary teachers often place a high value on learning mathematics because of its prominent role in their prospective careers, but their learning…

  2. The Learning Imperative. National Education and Training Targets and Adult Learners. A NIACE Policy Discussion Paper.

    ERIC Educational Resources Information Center

    National Inst. of Adult Continuing Education, Leicester (England).

    This paper promotes the adoption of the lifetime learning targets that form part of National Education and Training Targets (NETTS) for Lifetime Learning in the United Kingdom. Section 1 defines NETTs as goals for levels of participation in education and training. Section 2 considers the characteristics and current profile of adult learners.…

  3. Adult Learners, Tutors and the Challenge of Assessment at a Distance

    ERIC Educational Resources Information Center

    Stephens, Simon; O'Donnell, David; McCusker, Paul

    2007-01-01

    This article explores the experiences of adult learners and tutors on a particular externally assessed distance-learning degree programme. On this programme, assignments are set, reviewed and graded independently of the on-site tutor by the external awarding body. An analysis of eight interviews with four tutors and four graduates from one such…

  4. Developing a New Course for Adult Learners. TESOL Language Curriculum Development Series

    ERIC Educational Resources Information Center

    Snow, Marguerite Ann, Ed.; Kamhi-Stein, Lia, Ed.

    2006-01-01

    Teachers of English to Speakers of Other Languages, Inc. (TESOL), introduces "Developing a New Course for Adult Learners," edited by Marguerite Ann Snow and Lia Kamhi-Stein. This volume in TESOL's Language Curriculum Development Series presents the stories of teachers, curriculum developers, and administrators from all over the world who…

  5. Are Alliterative Word Combinations Comparatively Easy to Remember for Adult Learners?

    ERIC Educational Resources Information Center

    Boers, Frank; Lindstromberg, Seth; Eyckmans, June

    2012-01-01

    Lindstromberg and Boers (2008a, 2008b) have reported experiments with adult learners of English which revealed a comparative mnemonic advantage afforded by word combinations that display sound patterns such as alliteration ("green grass") and assonance ("home phone"). These findings are relevant for TESOL, given the fact that English phraseology…

  6. Student Debt, Problem-Solving, and Decision-Making of Adult Learners: A Basic Qualitative Study

    ERIC Educational Resources Information Center

    Brooks, William J.

    2013-01-01

    A basic qualitative research study was conducted to develop insights into how adult learners employ problem-solving and decision-making (PSDM), when considering college financing, student loans, and student debt. Using the social media Website Facebook, eight qualified participants were recruited. Participants were interviewed via telephone, and…

  7. Constructing Proxy Variables to Measure Adult Learners' Time Management Strategies in LMS

    ERIC Educational Resources Information Center

    Jo, Il-Hyun; Kim, Dongho; Yoon, Meehyun

    2015-01-01

    This study describes the process of constructing proxy variables from recorded log data within a Learning Management System (LMS), which represents adult learners' time management strategies in an online course. Based on previous research, three variables of total login time, login frequency, and regularity of login interval were selected as…

  8. From Heroic Victims to Competent Comrades: Views of Adult Literacy Learners in the Research Literature

    ERIC Educational Resources Information Center

    Belzer, Alisa; Pickard, Amy

    2015-01-01

    This research synthesis analyzed qualitative depictions of adult literacy learners and identified five ways in which they are typically characterized: the Heroic Victim, the Needy (Problem) Child, the Broken (but Repairable) Cog, the Pawn of Destiny, and the Capable Comrade. These types do not capture the diversity or complexity of all adult…

  9. Increasing Writing Self-Efficacy of Adult Learners: Different Approaches, Different Results

    ERIC Educational Resources Information Center

    Plakhotnik, Maria S.; Rocco, Tonette S.

    2016-01-01

    To help graduate students with academic writing, a college of education at a large university implemented a new service, Writing Support Circles. Based on the results of the first series of this service, we changed its design. The purpose of this article is to share how changes in the design affected these adult learners' writing self-efficacy and…

  10. A Meta-Ethnographic Synthesis of Support Services for Adult Learners in Distance Learning Programs

    ERIC Educational Resources Information Center

    Tuquero, Jean M.

    2010-01-01

    This qualitative research study utilized Noblit and Hare's (1988) meta-ethnographic approach to synthesize findings of five dissertations that focused on distance learning support services for adult learners. Noblit and Hare's (1988) meta-ethnographic approach consists of seven phases. Each meta-ethnographic phase guided the identification process…

  11. Plagiarism by Adult Learners Online: A Case Study in Detection and Remediation

    ERIC Educational Resources Information Center

    Jocoy, Christine; DiBiase, David

    2006-01-01

    Detecting and combating plagiarism from Web-based sources is a concern for administrators and instructors involved in online distance education. In this paper, we quantify copy-and-paste plagiarism among adult learners in an online geography course offered through Penn State's World Campus Geographic Information Systems (GIS) certificate program.…

  12. Examining Interpersonal Dynamics among Adult Learners through the Lens of Place

    ERIC Educational Resources Information Center

    Prins, Esther

    2009-01-01

    The purpose of this article is to analyze interpersonal problems among adult learners in three family literacy programs and to identify how these tensions were connected to place or distinctive community contexts. Drawing on the critical geography literature, the article argues that interpersonal problems must be understood in light of…

  13. State Strategies to Facilitate Adult Learners' Transitions to Postsecondary Opportunities. REL 2017-223

    ERIC Educational Resources Information Center

    Hector-Mason, Anestine; Narlock, Jason; Muhisani, Helen; Bhatt, Monica P.

    2017-01-01

    Prior research has classified strategies to facilitate adult learners' transitions to postsecondary opportunities into five broad categories: advising, General Educational Development-plus (GED-plus), English as a second language, career pathways, and college preparatory (Zafft, Kallenbach, & Spohn, 2006). This two-part study relied on…

  14. Integrated Assessment: A Learning Adventure and Growth Opportunity for Adult Learners

    ERIC Educational Resources Information Center

    Van Zyl, H.; Massyn, L.

    2008-01-01

    The Bachelor in Management and Leadership (BML) is a programme specifically designed for working adult learners in the field of management leadership. As part of their assessment, students have to complete a small research project, called the Major Piece of Work (MPW). The aim of this paper is to discuss the Major Piece of Work as a real example…

  15. Market Socialism Meets the Lost Generation: Motivational Orientations of Adult Learners in Shanghai

    ERIC Educational Resources Information Center

    Boshier, Roger; Huang, Yan; Song, Qihui; Song, Lei

    2006-01-01

    In Western countries, women and men, young and old, enroll in adult education for different reasons. This is even more the case in China. This study helps Shanghai program planners better appreciate learners by understanding how motivational orientations vary as a function of gender and age. The Chinese version of the Education Participation Scale…

  16. Planning Learner-Centred Adult Literacy Programmes. Fundamentals of Educational Planning 58.

    ERIC Educational Resources Information Center

    Malone, Susan E.; Arnove, Robert F.

    This booklet, which is intended for individuals engaged in educational planning and administration, senior government officials, and policymakers in developing and developed countries alike, provides guidance regarding planning, implementing, and administering learner-centered adult literacy programs. Chapter 1 examines the following topics…

  17. Learning for Life: Adult Learners Week Report (September 3-9, 2000).

    ERIC Educational Resources Information Center

    Hefler, Marita

    This publication highlights information, comments, and other materials related to Adult Learners Week (ALW)2000 in Australia. An introduction (Tony Brown)describes the context and events of ALW 2000. A message from the Chair of ALW (Dorothy Lucardie) provides a summary. A list of Highlights, messages from the Patron of ALW (William Deane) and the…

  18. An Examination of Instructors' Perceptions of Older Adult Learners

    ERIC Educational Resources Information Center

    Levaque, Susan F.

    2012-01-01

    The number of U.S. citizens ages 65 years and older is steadily increasing, and members of this cohort are redefining what it means to be an older adult. As members of the Baby Boom generation reach older adulthood, many of them are seeking educational opportunities to help them to meet their needs and desires as lifelong learners. Several factors…

  19. The Adult Learner and the Applied Baccalaureate: National and State-by-State Inventory

    ERIC Educational Resources Information Center

    Townsend, Barbara K.; Bragg, Debra D.; Ruud, Collin M.

    2008-01-01

    Without appropriate education, American workers are hampered in their ability to have the requisite technical skills needed to participate fully and effectively in the modern workforce. Higher education as a system must develop programs and infrastructures that ensure adult learners receive postsecondary education, including at the baccalaureate…

  20. English Learning Predictors of Listening and Speaking Self-Efficacy for Adult Second Language Learners

    ERIC Educational Resources Information Center

    Grafals, Zoraida

    2013-01-01

    The purpose of this study was twofold. First, this study was conducted to compare English communicative competency achievement between two different models of instruction. Adult English language learners (AELLs) participated in either the communicative task-based (CTB) or in a more traditional (MT) language instructional approach. The goal of the…

  1. Unravelling the Lifelong Learning Process for Canadian Workers and Adult Learners Acquiring Higher Skills

    ERIC Educational Resources Information Center

    Taylor, Maurice; Trumpower, David; Pavic, Ivana

    2013-01-01

    This article reports on a mixed methods study that investigated aspects of formal, non-formal and informal learning for workers and adult high school learners seeking literacy and essential skills. Three key themes emerged from the qualitative data: motivations for participation in various forms of learning; seeking out informal learning…

  2. Communication and Social Presence: The Impact on Adult Learners' Emotions in Distance Learning

    ERIC Educational Resources Information Center

    Angelaki, Christina; Mavroidis, Ilias

    2013-01-01

    The aim of this work is to examine the role of communication and social presence in distance learning environments and their impact on the emotions of adult learners. A study was conducted at the Hellenic Open University (HOU), using a questionnaire that was completed by 94 undergraduate and postgraduate students. More than 94% of the students…

  3. Unwitting Agents: The Role of Adult Learners' Attributions of Success in Shaping Language-Learning Behaviour

    ERIC Educational Resources Information Center

    Golovatch, Yelena; Vanderplank, Robert

    2007-01-01

    This article reports on an investigation into the attributions of success and perceived areas of strength and weakness of adult learners of English as a foreign language in the Department of Continuing Education at Minsk State Linguistic University, Belarus. The students attributed their limited progress in learning the foreign language mainly to…

  4. An Examination of the Self-Directed Learning Practices of ESL Adult Language Learners

    ERIC Educational Resources Information Center

    Grover, Kendra S.; Miller, Michael T.; Swearingen, Brent; Wood, Nancy

    2014-01-01

    Self-directed learning is one of the preeminent theories in the field of adult education. This study explored how English as a Second Language learners directed their own learning outside of the formal classroom through the use of practices that potentially advance their English language proficiency. Results from a survey of over 400 ESL students…

  5. Exploring Adult Learners' Perceptions of Technology Competence and Retention in Web-Based Courses

    ERIC Educational Resources Information Center

    Calvin, Jennifer; Freeburg, Beth Winfrey

    2010-01-01

    The purpose of this study was to examine the self-reported technology competencies of adult online learners and whether self-reported technology competence was related to students' intent to continue learning via web-based courses. The results indicated that there was no relationship between self-reported level of computer competence and intent to…

  6. Teaching Grammar to Adult English Language Learners: Focus on Form. CAELA Network Brief

    ERIC Educational Resources Information Center

    Gallup Rodriguez, Amber

    2009-01-01

    Many adult English language learners place a high value on learning grammar. Perceiving a link between grammatical accuracy and effective communication, they associate excellent grammar with opportunities for employment and promotion, the attainment of educational goals, and social acceptance by native speakers. Reflecting the disagreement that…

  7. Balancing Work, Family, and Student Roles: A Phenomenological Study of the Adult Female Graduate Online Learner

    ERIC Educational Resources Information Center

    Rousseau, Charlene X.

    2012-01-01

    The purpose of this phenomenological study was to gain an understanding of the lived experiences of female adult learners pursuing graduate degrees online. As online graduate programs have become increasingly popular and more readily available in the last decade, more women than men are enrolling in online graduate programs in addition to…

  8. California Adult Learner Progress Evaluation Process (CALPEP). California Literacy Campaign (CLC).

    ERIC Educational Resources Information Center

    Solorzano, Ronald

    The California Literacy Campaign (CLC) is a statewide, community-oriented, library-based adult literacy program initiated by the California State Library in 1984. A key feature is the latitude given individual sites for developing literacy services to meet the needs of the local population. Two evaluations suggested that current learner progress…

  9. Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners

    ERIC Educational Resources Information Center

    Mathews-Aydinli, Julie

    2008-01-01

    This article provides a synthesis and review of 41 recent research studies focusing on the population of adult English language learners (ELLs) studying in nonacademic contexts. It notes the unique qualities and importance of understanding the English-language needs of this population, provides a critical overview of the existing literature, and…

  10. Removing Barriers to the Participation of Adult Learners in Higher Education. ASHE Annual Meeting 1981 Paper.

    ERIC Educational Resources Information Center

    Hammer, Petra; Shale, Douglas

    The effectiveness of open admissions and delivery of educational services at a distance in serving adult learners enrolled at Athabasca University, Alberta, Canada, was studied in 1979-80 through an analysis of demographic and geographic information on 2,491 students. Information was gathered on the following characteristics: sex, age, number of…

  11. Secondary Level Re-Entry of Young Canadian Adult Learners

    ERIC Educational Resources Information Center

    MacGregor, Cassandra; Ryan, Thomas G.

    2011-01-01

    This paper illuminates and details some of the traits, pressures and semi-autonomy of the young adult between the ages of 18 and 24 who must confront the barriers and challenges upon returning to secondary school within the high school and the adult education centre context. Focusing on these young adults is fundamentally important to begin to…

  12. WIOA: Implications for Low-Scoring Adult Learners

    ERIC Educational Resources Information Center

    Pickard, Amy

    2016-01-01

    A substantial proportion of participants in public adult education programs struggle with "basic" academic print literacy skills. According to the 2014-2015 National Reporting System (NRS) data, 48.7% of the national adult basic education/adult secondary education (ABE/ ASE) population tested as reading at or below the "Low…

  13. Education towards Wholeness: Facilitating Spiritual Knowing in Adult Learners

    ERIC Educational Resources Information Center

    Gatmon, Anna

    2012-01-01

    This study focuses on documenting and analyzing the experience of eight adults as they engaged in an adult education program that focused on developing and enhancing their capacity for spiritual knowing. Situated in adult learning theory and practice, the methodological approach chosen for this study was qualitative instrumental case study. Four…

  14. Measurements of Development in L2 Written Production: The Case of L2 Chinese

    ERIC Educational Resources Information Center

    Jiang, Wenying

    2013-01-01

    This study investigates measures for second language (L2) writing development. A T-unit, which has been found the most satisfactory unit of analysis for measuring L2 development in English, is extended to measure L2 Chinese writing development through a cross-sectional design in this study. Data were collected from three L2 Chinese learner groups…

  15. Mitigation of Disagreement in Peer Review among L2 Learners and Native Speakers in a College Writing Class (Mitigación del Impacto de las Opiniones de Desacuerdo en el Proceso de Revisión por Pares entre Estudiantes de una Segunda Lengua y Hablantes Nativos en una Clase de Escritura a Nivel Universitario)

    ERIC Educational Resources Information Center

    Christoffersen, Katherine O'Donnell

    2015-01-01

    Peer review is now a commonplace practice in process-oriented writing instruction. A crucial aspect of peer review is assessing another classmate's work, which encompasses the act of disagreement. Given its prevalence in the classroom, it is necessary to analyze how L2 learners mitigate disagreement in the context of peer review with other L2

  16. Adult Learners in a Research University: Negotiating Undergraduate Student Identity

    ERIC Educational Resources Information Center

    Kasworm, Carol E.

    2010-01-01

    Adult undergraduate student identities at research extensive universities were uniquely coconstructed, shaped by this selective and competitive youth-oriented cultural context. Drawing upon social constructivist theory, this study explored this coconstruction through positional and relational adult student identities. Positional identities were…

  17. Creative Ageing? Selfhood, Temporality and the Older Adult Learner

    ERIC Educational Resources Information Center

    Sabeti, Shari

    2015-01-01

    This paper is based on a long-term ethnography of an adult creative writing class situated in a major urban art gallery in the United Kingdom. It takes the claims of one group of older adults--that creative writing made them "feel younger"--as the starting point for exploring this connection further. It places these claims broadly within…

  18. Oral History as a Motivating Factor among Adult Learners.

    ERIC Educational Resources Information Center

    Lawrence, Janet H.; Lehman, Esther

    An exploratory study was designed to assess (1) whether a class created around older adults' personal recollections would motivate the class's involvement in adult education activities, (2) the oral history preparation process's impact on younger interviewers and older respondents, and (3) the instructional approach's strengths and weaknesses. The…

  19. Predicting Language Learners' Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables

    ERIC Educational Resources Information Center

    Dewaele, Jean-Marc

    2007-01-01

    This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality dimension (foreign language anxiety) and sociobiographical variables (gender, social class) on…

  20. Integrating Meaning and Structure in L1-L2 and L2-L1 Translations

    ERIC Educational Resources Information Center

    Lim, Jung Hyun; Christianson, Kiel

    2013-01-01

    This article examined the integration of semantic and morphosyntactic information by Korean learners of English as a second language (L2). In Experiment 1, L2 learners listened to English active or passive sentences that were either plausible or implausible and translated them into Korean. A significant number of Korean translations maintained the…

  1. Character Reading Fluency, Word Segmentation Accuracy, and Reading Comprehension in L2 Chinese

    ERIC Educational Resources Information Center

    Shen, Helen H.; Jiang, Xin

    2013-01-01

    This study investigated the relationships between lower-level processing and general reading comprehension among adult L2 (second-language) beginning learners of Chinese, in both target and non-target language learning environments. Lower-level processing in Chinese reading includes the factors of character-naming accuracy, character-naming speed,…

  2. Classification of L2 Vocabulary Learning Strategies: Evidence from Exploratory and Confirmatory Factor Analyses

    ERIC Educational Resources Information Center

    Zhang, Bo; Li, Changyu

    2011-01-01

    This research presents a classification theory for the L2 vocabulary learning strategies. Based on the exploratory and confirmatory factor analyses of strategies that adult Chinese English learners used, this theory identifies six categories, four of which are related to the cognitive process in lexical acquisition and the other two are…

  3. Adult English Language Learners Constructing and Sharing Their Stories and Experiences: The Cultural and Linguistic Autobiography Writing Project

    ERIC Educational Resources Information Center

    Park, Gloria

    2011-01-01

    This article is the culmination of the Cultural and Linguistic Autobiography (CLA) writing project, which details narrative descriptions of adult English language learners' (ELLs') cultural and linguistic experiences and how those experiences may have influenced the ways in which these learners constructed and reconstructed their identities.…

  4. Using Oral Language Skills to Build on the Emerging Literacy of Adult English Learners. CAELA Network Brief

    ERIC Educational Resources Information Center

    Vinogradov, Patsy; Bigelow, Martha

    2010-01-01

    In addition to learning to read and write for the first time, adult English language learners with limited or emerging literacy skills must acquire oral English. Often, learners with limited print literacy in their first language have oral skills in English that exceed their English literacy skills (Geva & Zadeh, 2006). While this mismatch of oral…

  5. Adult English Language Learners' Perceptions of Audience Response Systems (Clickers) as Communication Aides: A Q-Methodology Study

    ERIC Educational Resources Information Center

    Rodriguez, Lisa Ann; Shepard, MaryFriend

    2013-01-01

    This study explored the perceptions of adult English language learners about audience response systems (clickers) as tools to facilitate communication. According to second language acquisition theory, learners' receptive capabilities in the early stages of second language acquisition surpass expressive capabilities, often rendering them silent in…

  6. The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills

    ERIC Educational Resources Information Center

    Huang, Jiuhuan; Newbern, Claudia

    2012-01-01

    This article reports on a study that examines the effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. The strategy instruction was implemented over a period of four months with a group of 18 learners who were enrolled in a high beginning literacy course in an…

  7. An Automated Version of the BAT Syntactic Comprehension Task for Assessing Auditory L2 Proficiency in Healthy Adults

    ERIC Educational Resources Information Center

    Achim, Andre; Marquis, Alexandra

    2011-01-01

    Studies of bilingualism sometimes require healthy subjects to be assessed for proficiency at auditory sentence processing in their second language (L2). The Syntactic Comprehension task of the Bilingual Aphasia Test could satisfy this need. For ease and uniformity of application, we automated its English (Paradis, M., Libben, G., and Hummel, K.…

  8. Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners.

    PubMed

    Bangs, Kathryn E; Binder, Katherine S

    2016-01-01

    Adult Basic Education programs are under pressure to develop and deliver instruction that promotes rapid and sustained literacy development. We describe a novel approach to a literacy intervention that focuses on morphemes, which are the smallest meaningful units contained in words. We argue that if you teach learners that big words are comprised of smaller components (i.e., morphemes), you will provide those students with the skills to figure out the meanings of new words. Research with children has demonstrated that teaching them about morphemes improves word recognition, spelling, vocabulary, and comprehension (Bowers & Kirby, 2009; Kirk & Gillon, 2009; Nunes, Bryant, & Olsson, 2003). Our hope is that this type of intervention will be successful with adult learners, too.

  9. Implementing an Extensive Reading Program and Library for Adult Literacy Learners

    ERIC Educational Resources Information Center

    Rodrigo, Victoria; Greenberg, Daphne; Burke, Victoria; Hall, Ryan; Berry, Angelee; Brinck, Tanya; Joseph, Holly; Oby, Michael

    2007-01-01

    This article describes the implementation of an extensive reading (ER) program with 43 first language (L1) and second language (L2) adult literacy students. Among them, 16% were nonnative speakers of English. The main principles considered in the design of the program were (a) purpose of reading, (b) reading tactics, (c) material used, and (d) …

  10. A Review of "A Study of the Spelling Development of Adult Literacy Learners Compared with that of Classroom Children."

    ERIC Educational Resources Information Center

    Bardine, Bryan

    1997-01-01

    In 1995, Neva M. Viise compared the spelling development of 195 child and 124 adult literacy learners by examining their spelling errors. Children and adults showed similar mastery in recognizing consonants and short vowel inclusions; however, the adults experienced much more difficulty marking syllables in words and were more likely to omit…

  11. Virtual Simulation in Leadership Development Training: The Impact of Learning Styles and Conflict Management Tactics on Adult Learner Performance

    ERIC Educational Resources Information Center

    Putman, Paul G.

    2012-01-01

    Adult learners can develop leadership skills and competencies such as conflict management and negotiation skills. Virtual simulations are among the emerging new technologies available to adult educators and trainers to help adults develop various leadership competencies. This study explored the impact of conflict management tactics as well as…

  12. Input-based structure-specific proficiency predicts the neural mechanism of adult L2 syntactic processing.

    PubMed

    Deng, Taiping; Zhou, Huixia; Bi, Hong-Yan; Chen, Baoguo

    2015-06-12

    This study used Event-Related Potentials (ERPs) to explore the role of input-based structure-specific proficiency in L2 syntactic processing, using English subject-verb agreement structures as the stimuli. A pre-test/trainings/post-test paradigm of experimental and control groups was employed, and Chinese speakers who learned English as a second language (L2) participated in the experiment. At pre-test, no ERP component related to the subject-verb agreement structures violations was observed in either group. At training session, the experimental group learned the subject-verb agreement structures, while the control group learned other syntactic structures. After two continuously intensive input trainings, at post-test, a significant P600 component related to the subject-verb agreement structures violations was elicited in the experimental group, but not in the control group. These findings suggest that input training improves structure-specific proficiency, which is reflected in the neural mechanism of L2 syntactic processing.

  13. Challenging Change: Transformative Education for Economically Disadvantaged Adult Learners

    ERIC Educational Resources Information Center

    Hyland-Russell, Tara; Syrnyk, Corinne

    2015-01-01

    This paper focuses on the results of a mixed-methods study of 13 participants in a Radical Humanities programme designed as a transformative learning space for low-income adults who have experienced barriers to learning. Using demographic questionnaires, semi-structured narrative interviews and course evaluations this study examined participants'…

  14. Underlying Reading-Related Skills and Abilities among Adult Learners

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Woods, Kari L.; Md Desa, Z. Deana; Vuyk, M. Alexandra

    2015-01-01

    This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in…

  15. Exploring Children's Picture Storybooks with Adult and Adolescent EFL Learners

    ERIC Educational Resources Information Center

    Malu, Kathleen F.

    2013-01-01

    This article presents a theoretical framework to support the use of children's picture storybooks in teaching EFL to adults and adolescents. The author presents ways to use these books, addresses the twin goals of teaching mechanics and culture, and includes a list of books and a wide variety of activities that EFL teachers can use to effectively…

  16. Aspirations of Adult Learners in Aboriginal Family Service Agencies

    ERIC Educational Resources Information Center

    Brown, Jason; Fraehlich, Cheryl; Debassige, Brent

    2012-01-01

    There is a gap in the literature on the experiences of Aboriginal adults who have made the transition into education and employment after moving to an urban community. Staff of three Aboriginal inner-city family services agencies participated in an interview that included the question: What changes do you see in your employment and education?…

  17. Desire: A Key Factor for Successful Online GED Adult Learners

    ERIC Educational Resources Information Center

    Shaw, Donita; Tham, Yuen San Sarah; Hogle, Julie; Koch, Jody

    2015-01-01

    The purpose of this study was to analyze the experiences of 12 adult online General Educational Development (GED) students to determine the role of program and personal factors that influenced their successful passing of the GED or their dropping-out of the program. Through surveys and interviews, we discovered that desire was the key factor for…

  18. Suggesting a General ESP Model for Adult Learners

    ERIC Educational Resources Information Center

    Al-Jumaily, Samir

    2011-01-01

    The study suggests a general model that could guarantee the cooperation between teachers and their students to overcome the difficulties encountered in ESP learning. It tries to join together different perspectives in the research of adult education, specifically in the teaching of English for Specific Purposes. It also provides some sort of trust…

  19. Humanities and the Adult Learner in an Information Society.

    ERIC Educational Resources Information Center

    Myers, Dale; Kamholtz, Jonathan

    Humanities courses have often been given little attention in continuing education for adults, possibly because they have been viewed as not "practical" or not "job-oriented" enough in our career-oriented, technologically advanced society. However, the humanities should be an integral part of our culture and of the lives of…

  20. Using the Keyword Mnemonics Method among Adult Learners

    ERIC Educational Resources Information Center

    Campos, Alfredo; Camino, Estefania; Perez-Fabello, Maria Jose

    2011-01-01

    The aim of the present study was to assess the influence of word image vividness on the immediate and long-term recall (one-day interval) of words using either the rote repetition learning method or the keyword mnemonics method in a sample of adults aged 55 to 70 years. Subjects learned a list of concrete and abstract words using either rote…

  1. Training Adult ESL Learners in Metacognitive Reading Strategies

    ERIC Educational Resources Information Center

    Huang, Jiuhan; Nisbet, Deanna

    2012-01-01

    This article is written as a practical guide to aid teachers in metacognitive reading strategy instruction. The nature of metacognitive strategies is explored, followed by specific procedures for implementing effective metacognitive strategy instruction in the adult ESL classroom. Chamot and O'Malley's (1994) five-phase strategy instruction…

  2. Learners' Engagement in Adult Literacy Education. A NCSALL Research Brief

    ERIC Educational Resources Information Center

    Beder, Hal; Tomkins, Jessica; Medina, Patsy; Riccioni, Regina; Deng, Weiling

    2006-01-01

    This research brief highlights findings from a qualitative study of the contextual factors that shape engagement in adult literacy education. Engagement is mental effort focused on learning and is a precondition to learning progress. Some researchers focus on engagement as a cognitive, or mental, process closely related to such things as…

  3. A Selected Bibliography of Functional Literacy Materials for Adult Learners.

    ERIC Educational Resources Information Center

    Berg, Joann La Perla; Wallace, Virginia A.

    This document is a selected, annotated bibliography of materials published in the area of coping skills for adults with functional reading skills. Publications are listed alphabetically by title under the following general topics: general coping skills; newspapers; occupational information; consumer economics; pregnancy and parenting; housing;…

  4. Colour Blind: A Practical Guide to Teaching Black Adult Learners.

    ERIC Educational Resources Information Center

    Malach, Alyson

    This document is intended to help learning organizations and practitioners meet the needs of their black and minority ethnic adult students. The introduction explains how the guide was developed and discusses the concept of "color blindness." The next six sections examine the following topics: (1) social and economic issues; (2)…

  5. Individual Autonomy or Social Engagement? Adult Learners in Neoliberal Times

    ERIC Educational Resources Information Center

    McLean, Scott

    2015-01-01

    Numerous scholars have documented and critiqued the predominance of neoliberal policies and rationalities shaping adult and continuing education around the world. Contemporary sociologists have argued that neoliberal citizens are characterized by hyperindividuality and a strong sense of personal autonomy. Self-help reading is widely viewed as one…

  6. Improving Adult ESL Learners' Pronunciation Skills. ERIC Digest.

    ERIC Educational Resources Information Center

    Florez, MaryAnn Cunningham

    This digest reviews the current status of pronunciation instruction in adult English-as-a-Second-Language (ESL) classes. The current focus on communicative approaches to ESL instruction and the concern for building teamwork and communication skills in an increasingly diverse workplace are renewing interest in the role that pronunciation plays in…

  7. Assessing Undergraduate Curriculum for the Adult Learner: Focus Group Research.

    ERIC Educational Resources Information Center

    McCormick, Cynthia B.

    Focus group discussions were held to determine the perceptions of 8 male and 28 female adult students regarding the quality of their undergraduate evening program at a medium-sized public liberal arts college. The students voluntarily participated in one of three group sessions at which the following topics were discussed: whether evening students…

  8. Empowering the Rural Adult Learner: Problems and Strategies.

    ERIC Educational Resources Information Center

    Kovel-Jarboe, Patricia

    This paper summarizes the 16 projects that have been funded by the Minnesota Extension Service to demonstrate innovative and effective uses of technology in adult education. Several of the projects are described in detail. Actual and anticipated impacts are examined, and suggested strategies that others can apply to reach and empower rural adult…

  9. Underlying reading-related skills and abilities among adult learners.

    PubMed

    Mellard, Daryl F; Woods, Kari L; Md Desa, Z Deana; Vuyk, M Alexandra

    2015-01-01

    This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in the research literature to identify a smaller set of generally uncorrelated constructs. The four underlying factors of the 18 measures explained 62.7% of the variance. We labeled these factors Encode/Decode (44.5%), Vocabulary (9.5%), Processing Speed (5.2%), and Working Memory (3.5%). Regression analysis demonstrated Working Memory, Encode/Decode, and Vocabulary collectively predicted 45.9% functional reading as measured by the Comprehensive Adult Student Assessment System. Alternatively, when measured by the Test of Adult Basic Education, Vocabulary and Encode/Decode predicted 47.1% of variance in reading. Differences in predictive utility of the factors by fluency group suggest approaches to tailoring instruction for each group. Future research might examine the optimal mix of instructional approaches that support the identified factors.

  10. Individual Differences in L2 Learning and Long-Term L1-L2 Relationships

    ERIC Educational Resources Information Center

    Sparks, Richard L.

    2012-01-01

    In this article, I describe studies conducted over 25 years with secondary and post-secondary L2 learners in the United States. The evidence from these studies shows that there are important connections between students' early L1 skills and their L2 aptitude and L2 proficiency and that individual differences in students' L1 skills in elementary…

  11. Using Eye-Tracking to Investigate Topics in L2 Acquisition and L2 Processing

    ERIC Educational Resources Information Center

    Roberts, Leah; Siyanova-Chanturia, Anna

    2013-01-01

    Second language (L2) researchers are becoming more interested in both L2 learners' knowledge of the target language and how that knowledge is put to use during real-time language processing. Researchers are therefore beginning to see the importance of combining traditional L2 research methods with those that capture the moment-by-moment…

  12. Selective Teaching of L2 Pronunciation

    ERIC Educational Resources Information Center

    Husby, Olaf; Koreman, Jacques; Martínez-Paricio, Violeta; Abrahamsen, Jardar E.; Albertsen, Egil; Hedayatfar, Keivan; Bech, Øyvind

    2015-01-01

    The pronunciation of a second or foreign language is often very challenging for L2 learners. It is difficult to address this topic in the classroom, because learners with different native languages (L1s) can have very different challenges. We have therefore developed a Computer-Assisted Listening and Speaking Tutor (CALST), which selectively…

  13. The Changes Project: Understanding the Impact of Welfare Reform, Immigration Reform and the Changing Nature of Work on Adult Learners in Western Massachusetts.

    ERIC Educational Resources Information Center

    Holyoke Community Coll., MA.

    The document describes the Changes Project, a participatory action research project conducted by adult learners at five adult literacy and education programs in Western Massachusetts. It is a 3-year project aimed at examining the impact of welfare reform, immigration reform, and the changing workplace on adult learners. The Changes Project is…

  14. Second Language Acquisition by Low-Literate Learners: An Understudied Population

    ERIC Educational Resources Information Center

    Tarone, Elaine

    2010-01-01

    Many adolescent and adult L2 learners in language classrooms, both in the US and other countries, have little or no alphabetic print literacy. Language teachers may turn to SLA research for assistance, yet almost all research on oral SLA has focused on educated, highly-literate learners (Bigelow & Tarone 2004; Tarone, Bigelow & Hansen 2009). The…

  15. Agricultural Extension Agents' Perceptions of Effective Teaching Strategies for Adult Learners in the Master Beef Producer Program

    ERIC Educational Resources Information Center

    Strong, Robert; Harder, Amy; Carter, Hannah

    2010-01-01

    The purpose of the study reported here was to explore and describe how Extension agents selected teaching strategies for adult audiences. Andragogy is hypotheses concerning the attributes of adult learners (Knowles, Swanson, & Holton III, 2005). Extension agents responsible for teaching the Master Beef Producer (MBP) program were purposively…

  16. Strength in Numbers: Learning Together in Online Communities--A Learner Support System for Adult First Nation Students and Practitioners

    ERIC Educational Resources Information Center

    Sanguins, Heather

    2015-01-01

    Longstanding calls for return to self-government and continuing alienation of First Nations' youth from mainstream educational systems point to the need for provision of adult education that serves First Nations' needs. An adaptable and culturally coherent learner support system for adult education programs for First Nation students and…

  17. Differential Effects of Focused and Unfocused Written Correction on the Accurate Use of Grammatical Forms by Adult ESL Learners

    ERIC Educational Resources Information Center

    Sheen, Younghee; Wright, David; Moldawa, Anna

    2009-01-01

    Building on Sheen's (2007) study of the effects of written corrective feedback (CF) on the acquisition of English articles, this article investigated whether direct focused CF, direct unfocused CF and writing practice alone produced differential effects on the accurate use of grammatical forms by adult ESL learners. Using six intact adult ESL…

  18. A View from Within: Instructors' Perspectives of Their Roles with Adult Learners in Need of Remediation

    ERIC Educational Resources Information Center

    Baxter, Lance J.

    2012-01-01

    This qualitative research study focused on the perceptions of 12 faculty members teaching courses in adult basic education and described their professional experiences and interactions with adult learners within the context of a two-year, public, postsecondary institution. Participants, ranging in teaching experience from 13 years to 43 years,…

  19. Peer Socialization into Gendered L2 Mandarin Practices in a Study Abroad Context: Talk in the Dorm

    ERIC Educational Resources Information Center

    Diao, Wenhao

    2016-01-01

    This article reports on the peer socialization of gendered Mandarin practices between three American students and their Chinese roommates in a college dorm in China. Gender is often perceived to be a salient identity category among adult L2 learners overseas. Drawing on the language socialization framework (Ochs and Schieffelin 1984), this study…

  20. Textual Enhancement and Simplified Input: Effects on L2 Comprehension and Acquisition of Non-Meaningful Grammatical Form

    ERIC Educational Resources Information Center

    Wong, Wynne

    2003-01-01

    The study set out to investigate how textual enhancement (TE) as a form of input enhancement and increasing the comprehensibility of input via simplified input (SI) might impact adult L2 French learners' acquisition of the past participle agreement in relative clauses and their comprehension of three texts in which the target forms were embedded.…

  1. Do Different Modalities of Reflection Matter? An Exploration of Adult Second-Language Learners' Reported Strategy Use and Oral Language Production

    ERIC Educational Resources Information Center

    Huang, Li-Shih

    2010-01-01

    This paper reports on a small-scale study that was the first to explore raising second-language (L2) learners' awareness of speaking strategies as mediated by three modalities of task-specific reflection--individual written reflection, individual spoken reflection, and group spoken reflection. Though research in such areas as L2 writing, teacher's…

  2. Differential Outcomes of Adult Education on Adult Learners' Increase in Social Inclusion

    ERIC Educational Resources Information Center

    de Greef, Maurice; Verté, Dominique; Segers, Mien

    2015-01-01

    To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in…

  3. Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

    ERIC Educational Resources Information Center

    McCray, Kimberly H.

    2016-01-01

    In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

  4. Semantic Categorization of Placement Verbs in L1 and L2 Danish and Spanish

    ERIC Educational Resources Information Center

    Cadierno, Teresa; Ibarretxe-Antuñano, Iraide; Hijazo-Gascón, Alberto

    2016-01-01

    This study investigates semantic categorization of the meaning of placement verbs by Danish and Spanish native speakers and two groups of intermediate second language (L2) learners (Danish learners of L2 Spanish and Spanish learners of L2 Danish). Participants described 31 video clips picturing different types of placement events. Cluster analyses…

  5. Health literacy and the social determinants of health: a qualitative model from adult learners.

    PubMed

    Rowlands, Gillian; Shaw, Adrienne; Jaswal, Sabrena; Smith, Sian; Harpham, Trudy

    2015-09-27

    Health literacy, 'the personal characteristics and social resources needed for individuals and communities to access, understand, appraise and use information and services to make decisions about health', is key to improving peoples' control over modifiable social determinants of health (SDH). This study listened to adult learners to understand their perspectives on gathering, understanding and using information for health. This qualitative project recruited participants from community skills courses to identify relevant 'health information' factors. Subsequently different learners put these together to develop a model of their 'Journey to health'. Twenty-seven participants were recruited; twenty from community health literacy courses and seven from an adult basic literacy and numeracy course. Participants described health as a 'journey' starting from an individual's family, ethnicity and culture. Basic (functional) health literacy skills were needed to gather and understand information. More complex interactive health literacy skills were needed to evaluate the importance and relevance of information in context, and make health decisions. Critical health literacy skills could be used to adapt negative external factors that might inhibit health-promotion. Our model is an iterative linear one moving from ethnicity, community and culture, through lifestyle, to health, with learning revisited in the context of different sources of support. It builds on existing models by highlighting the importance of SDH in the translation of new health knowledge into healthy behaviours, and the importance of health literacy in enabling people to overcome barriers to health.

  6. Towards Effective Instruction on Aspect in L2 Spanish

    ERIC Educational Resources Information Center

    Gonzalez, Paz

    2008-01-01

    This study investigates whether L2 instruction on the Spanish aspectual system containing a recognition task of the learners' L1 (Dutch) aspectual system helps the learner to understand and interiorise the L2 system. Second year Dutch university students (N = 20) took part in the experiment. In weekly groups of two to four, the students received…

  7. Development of L2 Word-Meaning Inference while Reading

    ERIC Educational Resources Information Center

    Hamada, Megumi

    2009-01-01

    Ability to infer the meaning of unknown words encountered while reading plays an important role in learners' L2 word-knowledge development. Despite numerous findings reported on word-meaning inference, how learners develop this ability is still unclear. In order to provide a developmental inquiry into L2 word-meaning inference while reading, this…

  8. Study Abroad, Previous Language Experience, and Spanish L2 Development

    ERIC Educational Resources Information Center

    Marques-Pascual, Laura

    2011-01-01

    This study investigates second language (L2) development of Spanish verbal morphology, subject omissions, and subject-verb (SV) inversions by learners in two different proficiency levels and learning contexts. Oral narratives from 40 L2 learners at the intermediate and advanced levels, both at home and in a study abroad (SA) program, were examined…

  9. A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners

    ERIC Educational Resources Information Center

    Abal, Abdulaziz

    2013-01-01

    The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking…

  10. Removing Barriers to the Adult Learner: Through Marketing, Management, and Programming. NUCEA Region VI Conference (Las Vegas, Nevada, October 10-13, 1982).

    ERIC Educational Resources Information Center

    Conter, Robert V., Ed.; Porcelli, Winifred A., Ed.

    These proceedings contain the texts of nine presentations delivered at a conference on removing barriers to the adult learner through marketing, management, and programing. Included in the volume are the following papers: "Faculty Perceptions of Adult Learners, Off-Campus Credit Programs, and Teaching Strategies," by Diane…

  11. Vocabulary Size Is Associated with Second-Language Vowel Perception Performance in Adult Learners

    ERIC Educational Resources Information Center

    Bundgaard-Nielsen, Rikke L.; Best, Catherine T.; Tyler, Michael D.

    2011-01-01

    Improvement in second-language (L2) perception has been posited to occur early in L2 learning when the L2 vocabulary is still small, whereas a large L2 vocabulary curtails perceptual learning (the perceptual assimilation model for SLA [PAM-L2]; Best & Tyler, 2007). This proposition is extended by suggesting that early L2 lexical development…

  12. An Exploratory Study into Trade-Off Effects of Complexity, Accuracy, and Fluency on Young Learners' Oral Task Repetition

    ERIC Educational Resources Information Center

    Sample, Evelyn; Michel, Marije

    2014-01-01

    Studying task repetition for adult and young foreign language learners of English (EFL) has received growing interest in recent literature within the task-based approach (Bygate, 2009; Hawkes, 2012; Mackey, Kanganas, & Oliver, 2007; Pinter, 2007b). Earlier work suggests that second language (L2) learners benefit from repeating the same or a…

  13. Processing Focus Structure in L1 and L2 French: L2 Proficiency Effects on ERPs

    ERIC Educational Resources Information Center

    Reichle, Robert V.; Birdsong, David

    2014-01-01

    This study examined the event-related potentials (ERPs) elicited by focus processing among first language (L1) speakers and second language (L2) learners of French. Participants read wh-questions containing explicit focus marking, followed by responses instantiating contrastive and informational focus. We hypothesized that L2 proficiency would…

  14. Transfer of L1 Visual Word Recognition Strategies during Early Stages of L2 Learning: Evidence from Hebrew Learners Whose First Language Is Either Semitic or Indo-European

    ERIC Educational Resources Information Center

    Norman, Tal; Degani, Tamar; Peleg, Orna

    2016-01-01

    The present study examined visual word recognition processes in Hebrew (a Semitic language) among beginning learners whose first language (L1) was either Semitic (Arabic) or Indo-European (e.g. English). To examine if learners, like native Hebrew speakers, exhibit morphological sensitivity to root and word-pattern morphemes, learners made an…

  15. Effects of bilingualism and trilingualism in L2 production: evidence from errors and self-repairs in early balanced bilingual and trilingual adults.

    PubMed

    Hsu, Hsiu-ling

    2014-08-01

    Through analyzing response latencies, errors, and self-repairs in Mandarin, this investigation explores how monolingual, bilingual, and trilingual adults process their speech production differently using cognitive control mechanisms. In this study we conducted two experiments involving speech production in Mandarin. In the two experiments, 81 adults participated and were categorized into three groups: Mandarin monolingual, Hakka-Mandarin bilingual, and Hakka-Mandarin-Minnan trilingual. In Experiment 1 (unpreprogrammed task), each subject read 250 targets that were presented on a computer screen, one at a time, using E-prime; in Experiment 2 (preprogrammed task), each subject read 466 targets printed on A4 paper. Experiment 1 showed that bilinguals and trilinguals outperformed monolinguals in every aspect examined in this research, revealing the presence of bilingual and trilingual advantages in inhibitory control. Interestingly, in Experiment 2, we found a more complex pattern of results: a trilingual advantage in attentional control occurred during L2 production in terms of the number of errors and error correction; however, the bilingual group did not maintain this advantage in the task requiring attentional control. These experimental results revealed that the differences between the language groups became clearer when the inhibitory control demands increased and that compared with the trilingual advantage, the bilingual advantage in inhibitory control emerged in more limited contexts.

  16. Developing Cultural Competency in Adult Pre-Service Teachers Helps Diverse Learners: Graduates' Perspectives in the United States of America

    ERIC Educational Resources Information Center

    Lonnquist, Peg; RB-Banks, Yvonne; Huber, Katie

    2009-01-01

    This study reports the results of an electronic survey and two focus groups that included former Master of Arts in Teaching (MAT), students who took a required multicultural education course. As instructors in a pre-service teaching program for adult learners, we used a matrix of relevant materials to promote cultural competency within the…

  17. Adult English as a Second Language Students in the United States: Learner Characteristics, Goals, and Academic Writing Performance

    ERIC Educational Resources Information Center

    Lambert, Olga Demin

    2009-01-01

    Adult English as a second language (ESL) students learning English outside of traditional academic settings are an understudied population of second language learners. The purpose of the research reported here is to contribute to meeting the instructional needs of these students more effectively by investigating the relationships between their…

  18. Report from the National Conference on Collaborative Approaches to Serving Adult Learners (Racine, Wisconsin, April 29-May 1, 1984).

    ERIC Educational Resources Information Center

    Caldwell, Melissa B.

    This report summarizes a national invitational conference at which 36 representatives from business, industry, education, and government addressed the ways in which the issues of skill obsolescence, unemployment, illiteracy, displacement, and finance of career development affect adult learners, employers, and providers of education and training.…

  19. Adult Learners' Perceptions of An Undergraduate HRD Degree Completion Programme: Reasons for Entering, Attitudes towards Programme and Impact of Programme

    ERIC Educational Resources Information Center

    Dwyer, Dan; Thompson, Dale Edward; Thompson, Cecelia K.

    2013-01-01

    The purpose of the study was to evaluate an undergraduate distance education (DE) programme based upon adult learners' perceptions. The study investigated the value of the Human Resource Development programme at the University of Arkansas by examining the students' reasons for returning to college, their attitudes towards the programme and the…

  20. Automated Student and Adult Learner Follow-up System. Final Report for Program Year 1993-94.

    ERIC Educational Resources Information Center

    Texas State Occupational Information Coordinating Committee, Austin.

    The Texas Automated Student and Adult Learner Follow-Up System was developed as part of a larger effort to improve and coordinate the delivery of education and training of a skilled work force. The primary task of the Follow-Up System in Program Year 1993-94 was to obtain outcome information on the former students and participants of the work…

  1. Using Philosophy of Education to Create Communities in Difficult Times: Adult Learners and New Spaces for Learning Together

    ERIC Educational Resources Information Center

    Mayo, Cris

    2013-01-01

    This article examines the kind of space formed by philosophical discussion of education with lower-income, adult learners making their way back to structured education amidst work and life responsibilities. It explores two new social contexts that define this experience of return to education. The first is the sociability of philosophical…

  2. Analysis of Factors Causing Adult Female Learners to Drop out of E-Learning Courses in Korea

    ERIC Educational Resources Information Center

    Kim, Sung-Wan; Park, Soon-Shin

    2015-01-01

    The purpose of this study was to investigate the factors that influence adult female learners' dropout in e-learning courses, and to suggest possible solutions to problem of high dropout rates in Korea. To identify the factors, we analyzed the literature and developed a questionnaire consisting of 9 possible factors and 16 items. Data gathered…

  3. The Relationships of Learning Style Balance and Learning Dimensions to Self-Directed Learning Propensity among Adult Learners

    ERIC Educational Resources Information Center

    Hutto, Sarah Tullos

    2009-01-01

    The purpose of this study was to examine the relationships of learning style characteristics to self-directed learning propensity among adult learners. The learning style characteristics investigated were learning style balance as measured by a scoring method developed by Mainemelis, Boyatzis, and Kolb (2002) and learning style dimensions as…

  4. Adult Learners in Higher Education: A Rural-Urban Analysis of Pennsylvania FAFSA Applicants' Educational, Demographic, and Financial Characteristics

    ERIC Educational Resources Information Center

    Prins, Esther; Kassab, Cathy; Campbell, Kimeka

    2015-01-01

    This article paints a comprehensive portrait of the demographic, financial, and educational characteristics of Pennsylvania postsecondary students who are adult learners, and identifies rural-urban differences within this group. The study analyzed data from the 2010-11 Free Application for Federal Student Aid (n = 610,925), supplemented by…

  5. Urban Secondary School Teachers' Understanding of Themselves as Adult Learners and Their Perceptions of Their Professional Development Experiences

    ERIC Educational Resources Information Center

    Fitzgerald, Jessica M.

    2014-01-01

    This action research study was designed to elicit urban, secondary school teachers' understandings of themselves as adult learners and their perceptions of job-embedded professional development in a single, urban school district in Connecticut. The conceptual framework that guided this study was derived from Knowles, Holton, and Swanson's (2011)…

  6. Female Adult Learners in Rural Community Colleges: A Case Study of Role Perception and Navigation for Student Mothers

    ERIC Educational Resources Information Center

    Thompson, Tara Lynn

    2013-01-01

    Female adult learners, the fastest growing subpopulation in community colleges, face challenges navigating domestic, professional, and academic roles and take time off from school to reconcile issues with multiple role navigation; thus, their education is disjointed and staggered, creating barriers to persistence. This interpretive design…

  7. Exploring Adult Digital Literacy Using Learners' and Educators' Perceptions and Experiences: The Case of the Second Chance Schools in Greece

    ERIC Educational Resources Information Center

    Jimoyiannis, Athanassios; Gravani, Maria

    2011-01-01

    The research reported in this paper aspires to shed light into adult digital literacy using learners' and educators' experiences and perceptions at Second Chance Schools, a project in Greece aiming at combating social exclusion through education. In exploring the above, this investigation uses a case-study approach within a qualitative paradigm…

  8. The Chat Room as an Integral Part of the Virtual Classroom in Distance Learning Program Design for Adult Learners.

    ERIC Educational Resources Information Center

    Williams, John W.

    The chat room is currently the most likely candidate to replace the interactivity of the traditional classroom. A study explored the experiences and opinions of adult learners and their instructors on how well the chat room substituted for the traditional classroom, their comfort level with the technology, and whether or not it enhanced the…

  9. Valuing the Adult Learner in E-Learning: Part One--A Conceptual Model for Corporate Settings

    ERIC Educational Resources Information Center

    Waight, Consuelo L.; Stewart, Barbara L.

    2005-01-01

    Purpose: To illustrate how the interdependence among four championing factors, five antecedents, and four moderators affect companies' efforts in valuing the adult learner in e-learning. Design/methodology/approach: A literature review was conducted to identify the championing factors, antecedents, and moderators that can assist teams in designing…

  10. Design for learning: adapting the microscopic anatomy laboratory to adult learners.

    PubMed

    Jurjus, Rosalyn A; Krum, Janette; Goldman, Ellen F

    2013-01-01

    Medical school curricula are undergoing transformational change in response to calls for integrating content across courses and years to enable better retention and application and for individualizing learning to meet the diverse backgrounds and thus differing needs of students. To address the related teaching challenges, faculty can employ solid principles of adult learning and instructional design and use teaching strategies that stimulate different learning styles. We developed laboratory sessions that follow a learner-centered instructional design model we refer to as "PLHET," reflecting the steps of preparing, linking, hooking, engaging, and transferring learning, and also applied teaching strategies that reflect Kolb's four styles of learning (accommodative, divergent, assimilative, and convergent). We utilized a group learning format to promote active learning, teamwork, and self-direction. Preliminary data based on student surveys of laboratory activity show positive responses. In the future, we will test the hypothesis that this design will improve medical students' performance.

  11. Research on and Guidelines for Effective Use of Assessment Instruments and Strategies for Adult Learners Enrolled in Adult Basic and Literacy Education Programs. Final Report.

    ERIC Educational Resources Information Center

    Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.

    The goal of this research project was to create a guide on the effective use of assessment instruments and methodologies, related resources, and guidelines for measuring adult learners' attainment of basic skills and competencies to document educational gains and demonstrate program quality. The project focused on confirming current use of…

  12. Revisiting Adult Learning Theory through the Lens of an Adult Learner

    ERIC Educational Resources Information Center

    Jackson, Londell D.

    2009-01-01

    In reading the last section of their primary text, "Learning in Adulthood: A Comprehensive Guide" by Merriam, Caffarella, and Baumgartner (2007) in his Adult Learning and Development class, the author continued to feel as though he was being self-assured of his previous learning experiences once again. The final section of the text focused on…

  13. Reading Aloud Activity in L2 and Cerebral Activation

    ERIC Educational Resources Information Center

    Takeuchi, Osamu; Ikeda, Maiko; Mizumoto, Atsushi

    2012-01-01

    This article explores the cerebral mechanism of reading aloud activities in L2 learners. These activities have been widely used in L2 learning and teaching, and its effect has been reported in various Asian L2 learning contexts. However, the reasons for its effectiveness have not been examined. In order to fill in this gap, two studies using a…

  14. ZPD-Activated Languaging and Collaborative L2 Writing

    ERIC Educational Resources Information Center

    Mirzaei, Azizullah; Eslami, Zohreh R.

    2015-01-01

    Recent second/foreign language (L2) research has witnessed the application of sociocultural tenets to L2 classrooms. This study aimed to probe whether Iranian L2 learners' engagement in ZPD-activated collaborative dialogue, or "languaging", mediates their learning process and, specifically, their appropriate use of metadiscourse to…

  15. Novice Learners, Longitudinal Designs, and Event-Related Potentials: A Means for Exploring the Neurocognition of Second Language Processing

    ERIC Educational Resources Information Center

    Osterhout, Lee; McLaughlin, Judith; Pitkanen, Ilona; Frenck-Mestre, Cheryl; Molinaro, Nicola

    2006-01-01

    Research on the neurobiology of second language (L2) learning has historically focused on localization questions and relied on cross-sectional designs. Here, we describe an alternative paradigm involving longitudinal studies of adult, novice learners who are progressing through an introductory sequence of classroom-based L2 instruction. The goal…

  16. Service Learning, Phonemic Perception, and Learner Motivation: A Quantitative Study

    ERIC Educational Resources Information Center

    Medina, Almitra; Gordon, Leslie

    2014-01-01

    A nine-week empirical study of 25 adults in a second language (L2) Spanish phonetics course explored whether students' participation in service-learning language exchange sessions with native Spanish speakers outside of class influenced learners' (1) motivation for foreign language learning and (2) phonemic perception in Spanish. Divided…

  17. The Three Little Wolves Go to College: A Picture Book Lesson for Young Adult EFL Learners

    ERIC Educational Resources Information Center

    Sun, Chia-Ho

    2015-01-01

    For at least three decades, scholars have discussed the rationale for using picture books with English learners of all ages. Research on how older ESL and EFL learners can benefit from picture books, however, remains scarce. This study explored 25 Taiwanese university EFL learners' engagement in a predicting-reading-confirming-integrating plus…

  18. Methionine kinetics in adult men: effects of dietary betaine on L-(2H3-methyl-1-13C)methionine

    SciTech Connect

    Storch, K.J.; Wagner, D.A.; Young, V.R. )

    1991-08-01

    The effects of a daily 3-g supplement of betaine on kinetic aspects of L-(2H3-methyl-1-13C)methionine (MET) metabolism in healthy young adult men were explored. Four groups of four subjects each were given a control diet, based on an L-amino acid mixture supplying 29.5 and 21.9 mg.kg-1.d-1 of L-methionine and L-cystine for 4 d before the tracer study, conducted on day 5 during the fed state. Two groups received the control diet and two groups received the betaine supplement. Tracer was given intravenously (iv) or orally. The transmethylation rate of MET (TM), homocysteine remethylation (RM), and oxidation of methionine were estimated from plasma methionine labeling and 13C enrichment of expired air. RM tended to increase (P = 0.14) but the TM and methionine oxidation were significantly (P less than 0.05) higher after betaine supplementation when estimated with the oral tracer. No differences were detected with the intravenous tracer. Methionine concentration in plasma obtained from blood taken from subjects in the fed state was higher (P less than 0.01) with betaine supplementation. These results suggest that excess methyl-group intake may increase the dietary requirement for methionine.

  19. Voice Blogging and L2 Speaking Performance

    ERIC Educational Resources Information Center

    Hsu, Hsiu-Chen

    2016-01-01

    This paper reports on an exploratory study that investigated the effect of extensive speaking practice on the development of L2 speaking complexity, accuracy, and fluency in voice blogging. The participants were 30 college EFL (English as a foreign language) learners in Taiwan. As a supplement to the insufficient speaking practice in class, each…

  20. Investigating L2 Performance in Text Chat

    ERIC Educational Resources Information Center

    Sauro, Shannon; Smith, Bryan

    2010-01-01

    This study examines the linguistic complexity and lexical diversity of both overt and covert L2 output produced during synchronous written computer-mediated communication, also referred to as chat. Video enhanced chatscripts produced by university learners of German (N = 23) engaged in dyadic task-based chat interaction were coded and analyzed for…

  1. The importance of training strategy adaptation: a learner-oriented approach for improving older adults' memory and transfer.

    PubMed

    Bottiroli, Sara; Cavallini, Elena; Dunlosky, John; Vecchi, Tomaso; Hertzog, Christopher

    2013-09-01

    We investigated the benefits of strategy-adaptation training for promoting transfer effects. This learner-oriented approach--which directly encourages the learner to generalize strategic behavior to new tasks--helps older adults appraise new tasks and adapt trained strategies to them. In Experiment 1, older adults in a strategy-adaptation training group used 2 strategies (imagery and sentence generation) while practicing 2 tasks (list and associative learning); they were then instructed on how to do a simple task analysis to help them adapt the trained strategies for 2 different unpracticed tasks (place learning and text learning) that were discussed during training. Two additional criterion tasks (name-face associative learning and grocery-list learning) were never mentioned during training. Two other groups were included: A strategy training group (who received strategy training and transfer instructions but not strategy-adaptation training) and a waiting-list control group. Both training procedures enhanced older adults' performance on the trained tasks and those tasks that were discussed during training, but transfer was greatest after strategy-adaptation training. Experiment 2 found that strategy-adaptation training conducted via a manual that older adults used at home also promoted transfer. These findings demonstrate the importance of adopting a learner-oriented approach to promote transfer of strategy training.

  2. Individual Differences in L2 Acquisition of Japanese Particles "WA" and "GA"

    ERIC Educational Resources Information Center

    Mori, Sachiho

    2008-01-01

    Although the L2 acquisition studies of Japanese particles "WA" and "GA" were investigated by many researchers (Sakamoto, 2000), they completely ignored learners' individual differences. Indeed, learners' individualities are important factors for the L2 learning (Lightbrown & Spada, 1999). Thus, this research explored whether learners' individual…

  3. Lexical representation of novel L2 contrasts

    NASA Astrophysics Data System (ADS)

    Hayes-Harb, Rachel; Masuda, Kyoko

    2005-04-01

    There is much interest among psychologists and linguists in the influence of the native language sound system on the acquisition of second languages (Best, 1995; Flege, 1995). Most studies of second language (L2) speech focus on how learners perceive and produce L2 sounds, but we know of only two that have considered how novel sound contrasts are encoded in learners' lexical representations of L2 words (Pallier et al., 2001; Ota et al., 2002). In this study we investigated how native speakers of English encode Japanese consonant quantity contrasts in their developing Japanese lexicons at different stages of acquisition (Japanese contrasts singleton versus geminate consonants but English does not). Monolingual English speakers, native English speakers learning Japanese for one year, and native speakers of Japanese were taught a set of Japanese nonwords containing singleton and geminate consonants. Subjects then performed memory tasks eliciting perception and production data to determine whether they encoded the Japanese consonant quantity contrast lexically. Overall accuracy in these tasks was a function of Japanese language experience, and acoustic analysis of the production data revealed non-native-like patterns of differentiation of singleton and geminate consonants among the L2 learners of Japanese. Implications for theories of L2 speech are discussed.

  4. Evidence for a "Wild" L2 Grammar: When PPs Rear Their Empty Heads.

    ERIC Educational Resources Information Center

    Klein, Elaine C.

    1995-01-01

    Reviews several studies which suggest that some second-language (L2) learners stumble into rogue or "wild" grammars on the road to the L2. L2 learners who have subcategorization knowledge of verbs for their prepositions often omit those same prepositions in relative clauses and questions requiring pied-piping or preposition stranding.…

  5. Perceptual Filtering in L2 Lexical Memory: A Neural Network Approach to Second Language Acquisition

    ERIC Educational Resources Information Center

    Nelson, Robert

    2012-01-01

    A number of asymmetries in lexical memory emerge when monolinguals and early bilinguals are compared to (relatively) late second language (L2) learners. Their study promises to provide insight into the internal processes that both support and ultimately limit L2 learner achievement. Generally, theory building in L2 and bilingual lexical memory has…

  6. Targeting Assessment for Developing Adult Lifelong Learners: Assessing the Ability to Commit

    ERIC Educational Resources Information Center

    Su, Ya-Hui

    2015-01-01

    In this article, I propose that neither traditional assessment nor alternative, competence-based assessment is adequate to meet the challenges of uncertain change. Existentialist assessment that focuses on developing learners' commitment, rather than their competence, may be more decisive in empowering learners who are facing adversity.…

  7. "Coded and Uncoded Error Feedback: Effects on Error Frequencies in Adult Colombian EFL Learners' Writing"

    ERIC Educational Resources Information Center

    Sampson, Andrew

    2012-01-01

    This paper reports on a small-scale study into the effects of uncoded correction (writing the correct forms above each error) and coded annotations (writing symbols that encourage learners to self-correct) on Colombian university-level EFL learners' written work. The study finds that while both coded annotations and uncoded correction appear to…

  8. From gesture to sign language: conventionalization of classifier constructions by adult hearing learners of British Sign Language.

    PubMed

    Marshall, Chloë R; Morgan, Gary

    2015-01-01

    There has long been interest in why languages are shaped the way they are, and in the relationship between sign language and gesture. In sign languages, entity classifiers are handshapes that encode how objects move, how they are located relative to one another, and how multiple objects of the same type are distributed in space. Previous studies have shown that hearing adults who are asked to use only manual gestures to describe how objects move in space will use gestures that bear some similarities to classifiers. We investigated how accurately hearing adults, who had been learning British Sign Language (BSL) for 1-3 years, produce and comprehend classifiers in (static) locative and distributive constructions. In a production task, learners of BSL knew that they could use their hands to represent objects, but they had difficulty choosing the same, conventionalized, handshapes as native signers. They were, however, highly accurate at encoding location and orientation information. Learners therefore show the same pattern found in sign-naïve gesturers. In contrast, handshape, orientation, and location were comprehended with equal (high) accuracy, and testing a group of sign-naïve adults showed that they too were able to understand classifiers with higher than chance accuracy. We conclude that adult learners of BSL bring their visuo-spatial knowledge and gestural abilities to the tasks of understanding and producing constructions that contain entity classifiers. We speculate that investigating the time course of adult sign language acquisition might shed light on how gesture became (and, indeed, becomes) conventionalized during the genesis of sign languages.

  9. L2 Blogging: Who Thrives and Who Does Not?

    ERIC Educational Resources Information Center

    Chen, Rainbow Tsai-Hung

    2015-01-01

    While research has reported generally enthusiastic results regarding L2 blogging, some studies have found contrasting blogging experiences among individual learners. Consequently, this study investigated the factors underlying such discrepancies by exploring 33 EFL learners' experiences of participating in a blog project at a Taiwanese university.…

  10. Awareness of L1/L2 Differences: Does It Matter?

    ERIC Educational Resources Information Center

    Ammar, Ahlem; Lightbown, Patsy M.; Spada, Nina

    2010-01-01

    This study is an investigation of the extent to which francophone learners of English as a second language (ESL) are aware of the differences between French and English question formation and how such awareness relates to their L2 performance. Three tasks were administered to 58 grades 5 and 6 francophone ESL learners. In a grammaticality…

  11. A Dynamic Usage Based Perspective on L2 Writing

    ERIC Educational Resources Information Center

    Verspoor, Marjolijn; Schmid, Monika S.; Xu, Xiaoyan

    2012-01-01

    The goal of this study was to explore the contribution that a dynamic usage based (DUB) perspective can bring to the establishment of objective measures to assess L2 learners' written texts and at the same time to gain insight into the dynamic process of language development. Four hundred and thirty seven texts written by Dutch learners of English…

  12. A Multidimensional Analysis of a Written L2 Spanish Corpus

    ERIC Educational Resources Information Center

    Asencion-Delaney, Yuly; Collentine, Joseph

    2011-01-01

    The present study adds to our understanding of how learners employ lexical and grammatical phenomena to communicate in writing in different types of interlanguage discourse. A multidimensional (factor) analysis of a corpus of L2 Spanish writing (202,241 words) generated by second- and third-year, university-level learners was performed. The…

  13. Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners

    ERIC Educational Resources Information Center

    Yang, Jinsuk; Rehner, Katherine

    2015-01-01

    This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…

  14. Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner-Learner Interactions?

    ERIC Educational Resources Information Center

    Adams, Rebecca; Nuevo, Ana Maria; Egi, Takako

    2011-01-01

    Research on interactional feedback has typically focused on feedback learners receive from native speakers (i.e., NS-learner contexts). However, for many second language (L2) learners, the majority of their opportunities to engage in interaction occur with other learners (i.e., learner-learner contexts). The literature has suggested that feedback…

  15. Interactions between and among Heritage Language Learners and Second Language Learners during Collaborative Writing Activities: How Learners Attend to Language

    ERIC Educational Resources Information Center

    Walls, Laura

    2013-01-01

    This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically, it examines oral, written and embodied discourse that informs our understanding of how learners attend to language. Analysis for this dissertation examined…

  16. Fluency-dependent cortical activation associated with speech production and comprehension in second language learners.

    PubMed

    Shimada, K; Hirotani, M; Yokokawa, H; Yoshida, H; Makita, K; Yamazaki-Murase, M; Tanabe, H C; Sadato, N

    2015-08-06

    This functional magnetic resonance imaging (fMRI) study investigated the brain regions underlying language task performance in adult second language (L2) learners. Specifically, we identified brain regions where the level of activation was associated with L2 fluency levels. Thirty Japanese-speaking adults participated in the study. All participants were L2 learners of English and had achieved varying levels of fluency, as determined by a standardized L2 English proficiency test, the Versant English Test (Pearson Education Inc., 2011). When participants performed the oral sentence building task from the production tasks administered, the dorsal part of the left inferior frontal gyrus (dIFG) showed activation patterns that differed depending on the L2 fluency levels: The more fluent the participants were, the more dIFG activation decreased. This decreased activation of the dIFG might reflect the increased automaticity of a syntactic building process. In contrast, when participants performed an oral story comprehension task, the left posterior superior temporal gyrus (pSTG) showed increased activation with higher fluency levels. This suggests that the learners with higher L2 fluency were actively engaged in post-syntactic integration processing supported by the left pSTG. These data imply that L2 fluency predicts neural resource allocation during language comprehension tasks as well as in production tasks. This study sheds light on the neural underpinnings of L2 learning by identifying the brain regions recruited during different language tasks across different modalities (production vs. comprehension).

  17. Distributional Effects and Individual Differences in L2 Morphology Learning

    ERIC Educational Resources Information Center

    Brooks, Patricia J.; Kwoka, Nicole; Kempe, Vera

    2017-01-01

    Second language (L2) learning outcomes may depend on the structure of the input and learners' cognitive abilities. This study tested whether less predictable input might facilitate learning and generalization of L2 morphology while evaluating contributions of statistical learning ability, nonverbal intelligence, phonological short-term memory, and…

  18. Adult Learners' Understanding in Learning Islam Using Andragogy Approach: A Study in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute

    ERIC Educational Resources Information Center

    Bin Kadir, Mohd Amin; Arifin, Syamsul; Latipun; Fuad, Ahmad Nur

    2016-01-01

    This study describes adult learners' understanding in learning Islam using andragogy approach in which the study was conducted in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute. Prophet Muhammad (peace be upon him) educate his companions of who are adults from the shackles of "jahiliyyah," spiritual and intellectual…

  19. Andragogical Characteristics and Expectations of University of Hawai'i Adult Learners in a 3D Multi-User Virtual Environment

    ERIC Educational Resources Information Center

    Meeder, Rebecca L.

    2012-01-01

    The purpose of this study was to discover which andragogical characteristics and expectations of adult learners manifested themselves in the three-dimensional, multi-user virtual environment known as Second Life. This digital ethnographic study focused specifically on adult students within the University of Hawai'i Second Life group and their…

  20. Exploring Work-Based Foundation Skills in the ABLE Classroom. Instructional Activities and Resources for the Adult Learner [and] Supplemental Handouts for Modules. Version 1.2.

    ERIC Educational Resources Information Center

    Carman, Priscilla; Van Horn, Barbara; Hamilton, KayLynn; Williams, Mary Kay

    This guide contains activities and resources to help adult learners develop the work-based foundation skills and knowledge areas included on the Foundation Skills Framework wheel (Institute for the Study of Adult Literacy 2000). Its four sections (basic employability skills, basic workplace knowledge, basic workplace skills, and lifelong learning…