scholarly journals An experimental design perspective on the affordances of concordances: Exploring the affordances of concordances from a language learning perspective

2021 ◽  
Author(s):  
◽  
Oliver Ballance
Keyword(s):  
Experimental Design ◽  
Language Learning ◽  
Language Learners ◽  
Language Learner ◽  
Pedagogical Practice ◽  
Operational Parameters ◽  
Different Types ◽  
Quasi Experimental ◽  
Design Perspective ◽  
Definition Of

<p>Language learner use of concordances attracts considerable research interest. Concordances are now being conceptualized as presenting language learners with multiple affordances (Leńko-Szymańska & Boulton, 2015), affordances being the latent value of an object determined by the use made of it and not necessarily by its design. However, empirical research has typically operationalized concordances in simple, monolithic terms, and thus, from an experimental design perspective, they are implicitly seen as providing a single set of language learning affordances. That is, the majority of research conducted on concordancing treatments is discussed in terms of concordancing in fairly simple undifferentiated terms (see overviews of research in Boulton, 2010a; Cobb & Boulton, 2015; C. Yoon, 2011). Thus, previous research has contributed to an understanding of whether concordances can facilitate language learning, but it has rarely addressed the issue of how the operationalisation of concordances in pedagogical contexts interacts with the language learning affordances provided. Insufficient engagement with this issue is important because, alongside studies that have shown strong facilitative effects, there are many studies of learner use of concordances that show little to no facilitative effect of the concordancing condition. To address this issue, this thesis addresses the construct of learner use of concordances from an experiment design perspective, helping to define the construct of concordancing and examining potential variables in learner use of concordances.   The thesis reports a series of studies that examine the construct of concordancing from both the perspective of concordance users’ concordancing preferences and the perspective of the lexical qualities of concordances as texts. First, a quasi-experimental, quantitative survey of concordance users’ concordancing preferences showed the construct of concordancing to comprise four distinguishable operational parameters: citation format, type of corpus concordanced, citation order and reading style. It then found correlations between these parameters and three of four user groupings: grouping by frequency of concordance use, by linguistic relationship to concordance language, and by field of concordance use. It revealed that different types of concordance user can be characterized by preferences for different types of concordance use, and vice versa. In two further studies, quantitative analysis of concordances showed that manipulation of factors in concordance generation resulted in concordances with significant differences in measures of word frequency and type token ratio. These analyses showed the extent to which the affordances of concordances vary in relation to two key factors in concordance generation: which corpus is concordanced and level of corpus generality.  The findings of these four studies are discussed in relation to the definition of concordancing presented in Chapter 2 of the thesis and the affordances of concordances that have been discussed in the literature. Together the findings indicate that effective learner use of concordances is likely to be dependent on matching the operationalization of concordancing in pedagogical contexts to learner profiles. For this reason, research on learner use of concordances needs to adopt experimental designs that can account for variation in concordancing as a treatment condition. The findings are also discussed in relation to their practical implications for effectively operationalising concordancing in pedagogical practice and the development of pedagogical concordancers and concordance-based language learning materials.</p>

scholarly journals An experimental design perspective on the affordances of concordances: Exploring the affordances of concordances from a language learning perspective

2021 ◽  
Author(s):  
◽  
Oliver Ballance
Keyword(s):  
Experimental Design ◽  
Language Learning ◽  
Language Learners ◽  
Language Learner ◽  
Pedagogical Practice ◽  
Operational Parameters ◽  
Different Types ◽  
Quasi Experimental ◽  
Design Perspective ◽  
Definition Of

<p>Language learner use of concordances attracts considerable research interest. Concordances are now being conceptualized as presenting language learners with multiple affordances (Leńko-Szymańska & Boulton, 2015), affordances being the latent value of an object determined by the use made of it and not necessarily by its design. However, empirical research has typically operationalized concordances in simple, monolithic terms, and thus, from an experimental design perspective, they are implicitly seen as providing a single set of language learning affordances. That is, the majority of research conducted on concordancing treatments is discussed in terms of concordancing in fairly simple undifferentiated terms (see overviews of research in Boulton, 2010a; Cobb & Boulton, 2015; C. Yoon, 2011). Thus, previous research has contributed to an understanding of whether concordances can facilitate language learning, but it has rarely addressed the issue of how the operationalisation of concordances in pedagogical contexts interacts with the language learning affordances provided. Insufficient engagement with this issue is important because, alongside studies that have shown strong facilitative effects, there are many studies of learner use of concordances that show little to no facilitative effect of the concordancing condition. To address this issue, this thesis addresses the construct of learner use of concordances from an experiment design perspective, helping to define the construct of concordancing and examining potential variables in learner use of concordances.   The thesis reports a series of studies that examine the construct of concordancing from both the perspective of concordance users’ concordancing preferences and the perspective of the lexical qualities of concordances as texts. First, a quasi-experimental, quantitative survey of concordance users’ concordancing preferences showed the construct of concordancing to comprise four distinguishable operational parameters: citation format, type of corpus concordanced, citation order and reading style. It then found correlations between these parameters and three of four user groupings: grouping by frequency of concordance use, by linguistic relationship to concordance language, and by field of concordance use. It revealed that different types of concordance user can be characterized by preferences for different types of concordance use, and vice versa. In two further studies, quantitative analysis of concordances showed that manipulation of factors in concordance generation resulted in concordances with significant differences in measures of word frequency and type token ratio. These analyses showed the extent to which the affordances of concordances vary in relation to two key factors in concordance generation: which corpus is concordanced and level of corpus generality.  The findings of these four studies are discussed in relation to the definition of concordancing presented in Chapter 2 of the thesis and the affordances of concordances that have been discussed in the literature. Together the findings indicate that effective learner use of concordances is likely to be dependent on matching the operationalization of concordancing in pedagogical contexts to learner profiles. For this reason, research on learner use of concordances needs to adopt experimental designs that can account for variation in concordancing as a treatment condition. The findings are also discussed in relation to their practical implications for effectively operationalising concordancing in pedagogical practice and the development of pedagogical concordancers and concordance-based language learning materials.</p>

scholarly journals An experimental design perspective on the affordances of concordances: Exploring the affordances of concordances from a language learning perspective

2021 ◽  
Author(s):  
◽  
Oliver Ballance
Keyword(s):  
Experimental Design ◽  
Language Learning ◽  
Language Learners ◽  
Language Learner ◽  
Pedagogical Practice ◽  
Operational Parameters ◽  
Different Types ◽  
Quasi Experimental ◽  
Design Perspective ◽  
Definition Of

<p>Language learner use of concordances attracts considerable research interest. Concordances are now being conceptualized as presenting language learners with multiple affordances (Leńko-Szymańska & Boulton, 2015), affordances being the latent value of an object determined by the use made of it and not necessarily by its design. However, empirical research has typically operationalized concordances in simple, monolithic terms, and thus, from an experimental design perspective, they are implicitly seen as providing a single set of language learning affordances. That is, the majority of research conducted on concordancing treatments is discussed in terms of concordancing in fairly simple undifferentiated terms (see overviews of research in Boulton, 2010a; Cobb & Boulton, 2015; C. Yoon, 2011). Thus, previous research has contributed to an understanding of whether concordances can facilitate language learning, but it has rarely addressed the issue of how the operationalisation of concordances in pedagogical contexts interacts with the language learning affordances provided. Insufficient engagement with this issue is important because, alongside studies that have shown strong facilitative effects, there are many studies of learner use of concordances that show little to no facilitative effect of the concordancing condition. To address this issue, this thesis addresses the construct of learner use of concordances from an experiment design perspective, helping to define the construct of concordancing and examining potential variables in learner use of concordances.   The thesis reports a series of studies that examine the construct of concordancing from both the perspective of concordance users’ concordancing preferences and the perspective of the lexical qualities of concordances as texts. First, a quasi-experimental, quantitative survey of concordance users’ concordancing preferences showed the construct of concordancing to comprise four distinguishable operational parameters: citation format, type of corpus concordanced, citation order and reading style. It then found correlations between these parameters and three of four user groupings: grouping by frequency of concordance use, by linguistic relationship to concordance language, and by field of concordance use. It revealed that different types of concordance user can be characterized by preferences for different types of concordance use, and vice versa. In two further studies, quantitative analysis of concordances showed that manipulation of factors in concordance generation resulted in concordances with significant differences in measures of word frequency and type token ratio. These analyses showed the extent to which the affordances of concordances vary in relation to two key factors in concordance generation: which corpus is concordanced and level of corpus generality.  The findings of these four studies are discussed in relation to the definition of concordancing presented in Chapter 2 of the thesis and the affordances of concordances that have been discussed in the literature. Together the findings indicate that effective learner use of concordances is likely to be dependent on matching the operationalization of concordancing in pedagogical contexts to learner profiles. For this reason, research on learner use of concordances needs to adopt experimental designs that can account for variation in concordancing as a treatment condition. The findings are also discussed in relation to their practical implications for effectively operationalising concordancing in pedagogical practice and the development of pedagogical concordancers and concordance-based language learning materials.</p>

scholarly journals An experimental design perspective on the affordances of concordances: Exploring the affordances of concordances from a language learning perspective

2021 ◽  
Author(s):  
◽  
Oliver Ballance
Keyword(s):  
Experimental Design ◽  
Language Learning ◽  
Language Learners ◽  
Language Learner ◽  
Pedagogical Practice ◽  
Operational Parameters ◽  
Different Types ◽  
Quasi Experimental ◽  
Design Perspective ◽  
Definition Of

<p>Language learner use of concordances attracts considerable research interest. Concordances are now being conceptualized as presenting language learners with multiple affordances (Leńko-Szymańska & Boulton, 2015), affordances being the latent value of an object determined by the use made of it and not necessarily by its design. However, empirical research has typically operationalized concordances in simple, monolithic terms, and thus, from an experimental design perspective, they are implicitly seen as providing a single set of language learning affordances. That is, the majority of research conducted on concordancing treatments is discussed in terms of concordancing in fairly simple undifferentiated terms (see overviews of research in Boulton, 2010a; Cobb & Boulton, 2015; C. Yoon, 2011). Thus, previous research has contributed to an understanding of whether concordances can facilitate language learning, but it has rarely addressed the issue of how the operationalisation of concordances in pedagogical contexts interacts with the language learning affordances provided. Insufficient engagement with this issue is important because, alongside studies that have shown strong facilitative effects, there are many studies of learner use of concordances that show little to no facilitative effect of the concordancing condition. To address this issue, this thesis addresses the construct of learner use of concordances from an experiment design perspective, helping to define the construct of concordancing and examining potential variables in learner use of concordances.   The thesis reports a series of studies that examine the construct of concordancing from both the perspective of concordance users’ concordancing preferences and the perspective of the lexical qualities of concordances as texts. First, a quasi-experimental, quantitative survey of concordance users’ concordancing preferences showed the construct of concordancing to comprise four distinguishable operational parameters: citation format, type of corpus concordanced, citation order and reading style. It then found correlations between these parameters and three of four user groupings: grouping by frequency of concordance use, by linguistic relationship to concordance language, and by field of concordance use. It revealed that different types of concordance user can be characterized by preferences for different types of concordance use, and vice versa. In two further studies, quantitative analysis of concordances showed that manipulation of factors in concordance generation resulted in concordances with significant differences in measures of word frequency and type token ratio. These analyses showed the extent to which the affordances of concordances vary in relation to two key factors in concordance generation: which corpus is concordanced and level of corpus generality.  The findings of these four studies are discussed in relation to the definition of concordancing presented in Chapter 2 of the thesis and the affordances of concordances that have been discussed in the literature. Together the findings indicate that effective learner use of concordances is likely to be dependent on matching the operationalization of concordancing in pedagogical contexts to learner profiles. For this reason, research on learner use of concordances needs to adopt experimental designs that can account for variation in concordancing as a treatment condition. The findings are also discussed in relation to their practical implications for effectively operationalising concordancing in pedagogical practice and the development of pedagogical concordancers and concordance-based language learning materials.</p>

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term Heritage Language Learner

2004 ◽  
Vol 2 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Maria Carreira
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Family Background ◽  
Language Learner ◽  
Language And Culture ◽  
Heritage Language Learner ◽  
Explanatory Adequacy

What is a heritage language learner (HLL)? We argue that a pedagogically valuable answer to this question must do more than describe all individuals who ought be considered HLLs; it should also offer a roadmap for meeting the needs of HLLs with regard to language learning. To achieve this goal, which we refer to as achieving “explanatory adequacy”, the answer to the above question must 1) differentiate HLLs from second-language learners (SLLs), 2) differentiate HLLs from first-language learners (L1Ls), and 3) differentiate between different types of HLLs. In reference to the first task, we propose that HLLs are students whose identity and/or linguistic needs differ from those of second language learners by virtue of having a family background in the heritage language (HL) or culture (HC). In reference to the second task, we argue that unlike L1L-s, HLLs do not receive sufficient exposure to their language and culture to fulfill basic identity and linguistic needs. Consequently, they pursue language learning to fulfill these needs. Finally, with regard to the third task, we map out four categories of HLLs, each with different identity and linguistic needs. Along the way, we advocate for endowing all language courses where HLLs are enrolled with a focus on identity and language issues, as these relate to family background.

Intelligent Design of the Post-Listening Tasks in Interactive Multimedia Listening Environments

2015 ◽  
pp. 198-224
Author(s):  
Vehbi Turel
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Intelligent Design ◽  
Second Language Learning ◽  
Interactive Multimedia ◽  
Intermediate Language ◽  
Separate Part ◽  
Listening Environments ◽  
Definition Of

The objective of this chapter is to clearly demonstrate through concrete examples how affective and efficient post-listening tasks for autonomous intermediate and upper-intermediate (intermediate) language learners can be designed and created in interactive multimedia listening environments (IMLEs) as a part of foreign/second language learning (FLL/SLL) process. Thus, in this chapter, firstly the definition of autonomy is slightly touched on. Secondly, the categorisation of autonomy is briefly explained. Thirdly, a separate part on multimedia listening environments and the nature of the listening stages and tasks in such environments is presented. Mainly and finally, what need to be taken into account in order to be able to design and create pedagogically and psychologically effective and useful post-listening tasks for autonomous intermediate language learners in IMLEs is accounted for in detail.

Investigating language learning strategies: Prospects, pitfalls and challenges

2019 ◽  
pp. 136216881987615
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Strategy Use ◽  
Language Learner ◽  
Future Research ◽  
Language Learning Strategies ◽  
Methodological Choices ◽  
Research Findings ◽  
Based Instruction ◽  
Definition Of

Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford, 2014; Oxford, 2017; Oxford & Amerstorfer, 2018; Pawlak, 2011; Pawlak & Oxford, 2018). While acute problems related to the definition of LLS, their characteristics, their separation from regular learning activities or their actual utility have surely not disappeared, some promising solutions have been proposed (Griffiths, 2018; Oxford, 2017) and calls to abandon the concept have been countered (Dörnyei, 2005). This said, a question arises as to what can be done to move the field forward. Following a brief overview of existing research, the article tackles this issue with respect to the following areas: (1) foci of future research, (2) methodological choices, and (3) consideration of how research findings can inform pedagogy.

Language teachers’ interpersonal learner-directed emotion-regulation strategies

2020 ◽  
pp. 136216882091235 ◽  
Author(s):  
Jakub Bielak ◽  
Anna Mystkowska-Wiertelak
Keyword(s):  
Emotion Regulation ◽  
Language Learning ◽  
Language Learners ◽  
Cognitive Change ◽  
Language Learner ◽  
Language Teachers ◽  
Emotion Regulation Strategies ◽  
Research Attention ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies

The regulation of language learners’ emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to investigate both positive and negative language learner emotions, emotion-regulation strategies that language learners employ, and language teachers’ interpersonal learner-directed emotion-regulation strategies used in a range of familiar language learning situations. In this study teachers’ interpersonal emotion-regulation strategies and their learner- and teacher-perceived effectiveness were investigated by means of MYE ( n = 64: English-major learners) and semi-structured interviews with learners ( n = 16) and teachers ( n = 9). The results revealed a rich context- and participant-dependent list of language teachers’ interpersonal emotion-regulation strategies, the frequency of which was perceived differently by language learners and teachers, who, however, agreed on their good effectiveness. The strategies belonging to the categories of ‘cognitive change’, ‘situation modification’ and ‘competence enhancement’ were used the most often, but some gaps in teachers’ strategic repertoires were also identified. Pedagogy-wise, MYE seemed to be suitable for closing the gap between learners’ and teachers’ perspectives on teachers’ learner-directed emotion-regulation strategy use. Teachers and their pedagogical practice would benefit from training in the area of emotion-regulation strategies and support of educational authorities.

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