scholarly journals The Perceived Role of L2 English in the Process of Learning L3 German

2013 ◽  
Vol 10 (1) ◽  
pp. 62-76 ◽  
Author(s):  
Ágnes T. Balla
Keyword(s):  
High School ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Processes ◽  
Third Language ◽  
The Third ◽  
L1 And L2

Abstract The central aim of my research is to investigate the third language learning processes of L1 Hungarian high-school learners learning L2 English and L3 German. More specifically, I aim at revealing to what extent Hungarian learners rely on their knowledge of their L1 and L2 as well as on the learning strategies they have developed while learning their L2.

scholarly journals The use of language learning strategies in a second and third language: The case of foreign language majors

2018 ◽  
Vol 8 (2) ◽  
pp. 427-443 ◽  
Author(s):  
Mirosław Pawlak ◽  
Zuzanna Kiermasz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Third Language ◽  
The Third ◽  
Proficiency Level ◽  
Scant Attention ◽  
High Level

Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.

Woordenschatonderwijs en Leren Leren

1995 ◽  
Vol 53 ◽  
pp. 11-23
Author(s):  
Carolien Schouten-van Parreren
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Word Learning ◽  
Vocabulary Instruction ◽  
Foreign Language Learning ◽  
L2 Acquisition ◽  
Unknown Words ◽  
Acquisition Processes ◽  
L1 And L2

Vocabulary acquisition is considered to be one of the most important aspects of foreign language learning, but also of L1 and L2 acquisition. Besides obvious differences, the three language acquisition processes show remarkable similarities, particularly regarding word learning strategies. In this framework the following questions are dealt with: (1) What is the role of word learning strategies in vocabulary instruction? (2) To what extent do pupils differ in word learning strategies? (3) How to best promote that pupils not only acquire, but actually use the acquired strategies? With respect to the first question, the goals of vocabulary instruction and the ways to reach these goals (e.g. by wide reading, using different strategies or attending direct instruction) are made explicit. The second question is illustrated with an example from qualitative research on the differences between strong and weak pupils who were required to guess the meaning of unknown words from illustra-ted texts. As to the third question, the cognitive, affective and motivational conditions for acquiring, valuing and actually using word learning strategies are being discussed.

scholarly journals Bilingual and multilingual mental lexicon: a modeling study with Linear Discriminative Learning

2020 ◽  
Author(s):  
Yu-Ying Chuang ◽  
Melanie J. Bell ◽  
Isabelle ◽  
R. H. Baayen
Keyword(s):  
Computational Modeling ◽  
Language Learning ◽  
Discrimination Learning ◽  
Learning Rule ◽  
Discriminative Learning ◽  
Mathematical Framework ◽  
Third Language ◽  
The Third ◽  
Semantic Errors ◽  
L1 And L2

This study addresses the question of whether there is anything special about learning a third language, as compared to learning a second language, just by virtue of the third language being the third language acquired, and independently of the specific properties of the third language. We used computational modeling to explore this question for the learning of a small vocabulary of some 400 words, with English as L1, German or Mandarin as L2, and Mandarin and alternatively Dutch, as L3. For computational modeling, we made use of the mathematical framework of linear discriminative learning, which we extended with the learning rule of Widrow-Hoff to enable the modeling of incremental learning of the mappings between form and meaning when words' meanings are represented by vectors of real numbers (embeddings) rather than by abstract symbolic units. A series of simulation experiments covering single-language learning, bilingual learning, and finally trilingual learning, clarified that within the framework of discrimination learning, within-language homophones give rise to frailty in comprehension that in turn for production gives rise to semantic errors in L1, and language intrusions in L2 and L3. Our model correctly predicts production to lag behind comprehension in learning, and it clarified that, within the boundaries of discrimination learning, the properties of the L3 crucially determine whether L3 learning appears to involve a language that is `dormant' with respect to L1 and L2. Qualitatively surprisingly different patterns of acquisition of the L3, and its interactions with L1 and L2, can arise in our simulations without any changes in the mathematics driving learning. Our simulations also show that when words' forms incorporate not only segmental but also suprasegmental information, the nature of errors that arise in production changes. In the general discussion, we reflect on the implications of our findings for the question of what is special about multilingualism.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

PENGGUNAAN METODE KONVENSIONAL DAN METODE AUDIO VISUAL DALAM PEMBELAJARAN BAHASA KEDUA BAGI ANAK DWI KEWARGANEGARAAN

JURNAL SPHOTA ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 56-69
Author(s):  
Chendy Sulistyo ◽  
Nunung Supriadi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Visual Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Learning Methods ◽  
Dual Citizenship ◽  
Third Language ◽  
The Third

The development of foreign language learning in Indonesia in the millennial era nowadays requires the child to speak at least two foreign languages fluently. As in the case that the researcher founded which is a dual citizenship 10 years old child studying French as his third language. The study then focuses on 1) what third language learning’s steps for a 10 years old goes through, 2) at which stage each method is properly used, and 3) what factors influence that success. The data of this research is processed quantitatively and qualitatively. This study uses Skinner’s behaviorism theory, conventional reading and audio visual learning methods. The researcher found that the two methods complement to each other in the third language learning for dual citizenship Abstrak Perkembangan pembelajaran bahasa asing di Indonesia pada era milenial sekarang menuntut anak dapat menguasai minimal dua bahasa asing. Kasus yang ditemukan oleh peneliti yaitu seorang anak berusia 10 tahun dengan dwi kewarganegaraan yang mempelajari bahasa Prancis sebagai bahasa kedua. Penelitian ini kemudian fokus menjawab 1) tahapan pembelajaran bahasa kedua apa saja yang dilalui anak usia 10 tahun, 2) pada tahapan yang mana setiap metode itu tepat digunakan, dan 3) faktor-faktor apa saja yang mempengaruhi keberhasilan itu. Data penelitian ini diolah dengan metode kuantitatif dan kualitatif. Penelitian ini menggunakan teori behaviorisme Skinner, metode pembelajaran konvensional membaca dan audio visual. Peneliti menemukan bahwa kedua metode tersebut saling melengkapi dalam pembelajaran bahasa kedua bagi anak dwi kewarganegaraan

Source(s) of syntactic cross-linguistic influence (CLI): The case of L3 acquisition of English possessives by Mazandarani–Persian bilinguals

2015 ◽  
Vol 32 (2) ◽  
pp. 225-245 ◽  
Author(s):  
Nader Fallah ◽  
Ali Akbar Jabbari ◽  
Ali Mohammad Fazilatfar
Keyword(s):  
Second Language ◽  
First Language ◽  
Judgment Task ◽  
Third Language ◽  
The Third ◽  
Grammaticality Judgment ◽  
L3 Acquisition

This study investigates the role of previously acquired linguistic systems, Mazandarani and Persian, in the acquisition of third language (L3) English at the initial stages. The data have been obtained from 31 students (age 13–14 years), testing the placement of attributive possessives in a grammaticality judgment task, an element rearrangement task and an elicited oral imitation task. The participants consist of three groups: The first two groups have Mazandarani as the first language (L1) and Persian as the second language (L2), but differ from each other with respect to the language of communication, Mazandarani and Persian, respectively. The third group has Persian as the L1 and Mazandarani as the L2, with Persian as the language of communication. English and Mazandarani pattern similarly in the target structures. That is to say, possessors precede possessed nouns and possessive adjectives come before nouns. In contrast, in Persian, possessives occur post-nominally. The results of this study reveal that none of the proposals tested (e.g. the L1 Factor, Hermas, 2010, 2014a, 2014b; the L2 Status Factor, Bardel and Falk, 2007; Falk and Bardel, 2011; the Cumulative Enhancement Model (CEM), Flynn et al., 2004; the Typological Proximity Model (TPM), Rothman, 2010, 2011, 2013, 2015) could account for the results obtained. This study provides support that at the initial stages of L3 acquisition, syntactic transfer originates from the language of communication, irrespective of order of acquisition.

The role of consciousness and sub-consciousness in teaching of grammar in ELT

2018 ◽  
Vol 5 (1) ◽  
pp. 115-120
Author(s):  
Selin Ozdemir ◽  
Fatih Yavuz
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Explicit Knowledge ◽  
Learning Processes ◽  
Grammar Teaching ◽  
High Level ◽  
Teaching Grammar ◽  
The Way

Teaching grammar has been regarded as one of the most crucial issues in the field of language. It gains its importance since it helps learners attain high level of accuracy and proficiency in language learning processes. During these processes, the way of teaching grammar differs under some certain circumstances and is divided into some sub-categories such as conscious grammar teaching and subconscious grammar teaching. In this study, a literature review of issues on the role of consciousness and sub-consciousness in teaching of grammar has been widely discussed since there are numerous views, claims and approaches related to choosing one of them as an ideal way to teach grammar. Both of them have a significant impact on the knowledge of grammar .The study revealed that neither conscious grammar teaching which lays emphasis on the structures and rules of a language nor subconscious grammar teaching without attention to explicit knowledge of grammar should be neglected. Keywords: Grammar teaching, consciousness, sub-consciousness, deductive, inductive.

The role of mother tongue literacy in third language learning

1990 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Merrill Swain ◽  
Sharon Lapkin ◽  
Norman Rowen ◽  
Doug Hart
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Third Language

scholarly journals Interlinking Personality and Language Learning Strategies

2019 ◽  
Vol 10 (1) ◽  
pp. 209
Author(s):  
Juanito P. Tandoc
Keyword(s):  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Social Memory ◽  
Language Learning Strategies ◽  
The Subject ◽  
Highly Correlated ◽  
English Students ◽  
With Memory

The role of personality to language learning has been the subject of research studies in the last years. In line with this, this study aims to determine the predominant personality traits, preferred language learning strategies of AB English and BSE English students, and the correlation between their predominant personality traits and preferred language learning strategies. Using the concurrent triangulation design, results revealed that the learners’ major traits are communicativeness, independence, originality, and conscientiousness traits. They also preferred metacognitive, social, memory and cognitive language learning strategies. It was also revealed that communicativeness is highly correlated with metacognitive, social, and cognitive language learning strategies; independence with memory and cognitive; originality with metacognitive, social and cognitive; and conscientiousness with metacognitive language learning strategies.

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