| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "FOREIGN LANGUAGE LEARNING STRATEGIES": |
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Foreign Language Learning Strategies, 2004.
This paper discusses the strategies that can be used in the classroom by students in learning a foreign language.
1,920 words (approx. 7.7 pages), 6 sources, APA, $ 61.95
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Abstract
This paper explains many different methods, which students can use independently, that focus on principles such as motivation, gender, age group, and other factors. The author points out that self-learning is an interesting practice because it is a more natural way of learning a language. The paper demonstrates that the theory behind employing one of these strategies is that there are many words in a language that may be used as triggers to learn newer and related words.
Table of Contents
Thesis
Introduction
Analysis
Motivation
Gender
Cultural Background
Attitudes and Beliefs
Type of Task
Age and l2 Stage
Tolerance of Ambiguity
Conclusion
From the Paper
"Associating the appropriate foreign word that matches the picture is a motivating exercise. In addition to this exercise being carried out in the classroom, students may attempt the same strategy at home. They may collect a number of cutouts from magazines and group them up. They may even paste them in a book and label them with the appropriate words."
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Foreign Language Learning, 1988.
Discusses cognitive & psychomotor skills, theoretical linguistics, rules, techniques, codes and error analysis.
1,800 words (approx. 7.2 pages), 13 sources, $ 63.95
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From the Paper
" Foreign language learning is a process which combines cognitive behaviors and new psychomotor skills. Gradually the learner acquires another system of communication. He will come to realize that the new language is not only a set of codes by which he can express his own ideas, but an important part of a culture different from his own. In fact he will find that some distinctions he makes in his mother tongue cannot be made in the new language and that other ways of thinking and experiencing are essential if he is to communicate in the language.
At advanced levels of foreign language instruction, the learner can use the new system of communication as a means of broadening his knowledge and appreciation of literature, humanities, etc. The reading knowledge of a foreign language has long been considered a research tool in almost all fields of (...)"
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Foreign Language Education, 2008.
A research proposal on foreign language learning programs at the post-secondary level and their retention levels.
5,096 words (approx. 20.4 pages), 16 sources, APA, $ 128.95
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Abstract
The paper outlines research that will demonstrate the need to analyze existing data and formulate new research on foreign language retention, why it occurs on a post-secondary level and what obstacles contribute to increased or reduced retention in foreign language programs. The paper first reviews the literature and discusses the methodology to be used. The paper then shows that if the system becomes more open to communication style teaching through collaboration and other learning/teaching styles, and technology in learning is adaptive and appropriate, the post-secondary foreign language academy will likely improve retention and retain diversity. The paper highlights the need for mor research in this area of foreign language study in post-secondary systems.
Outline:
Introduction
Statement of Problem
Review of Literature
Methodology
Conclusion
From the Paper
"As the culture in which we live becomes increasingly diverse and highly focused on globalization, concepts of foreign language teaching and learning at all levels of education become much more important. (Gerwin & Osborn, 2002, p. 80) (Whitt, Edison, Pascarella, Terenzini & Nora, 2001, p. 172) Yet, statistics of enrolment and success in post-secondary foreign language education do not seem to play out this growing necessity. "In recent years, the language-instruction profession has seen alarming declines in enrollment in languages other than Spanish .... " (Moser, 2001, p. 3) Creating systems that promote retention of individuals in foreign language learning programs at the post-secondary level is therefore crucial to the development of educators and individuals who are fully prepared for a multi-lingual community and work environment."
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, $ 49.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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Immigrant English Language Learning, 2007.
This paper looks at how No Child Left Behind Act attempts to involve the parents of immigrant students in their English language learning.
2,089 words (approx. 8.4 pages), 9 sources, MLA, $ 65.95
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Abstract
In this article, the writer discusses that the No Child Left Behind Act (NCLB) makes it imperative upon the schools to overcome the cultural barrier to English Language Learning (ELL) by establishing a means of communication with the parents. The writer suggests that schools could invite the parents of immigrant families to such school activities as classroom demonstrations of different culture or presentations of awards for children's accomplishments. In communicating and coordinating with parents, it is suggested that the schools use the immigrants' language and may thus need to hire special translators for the purpose. The writer notes that a common perception among immigrant parents is that English is the language of a rich and powerful postindustrial society, whereas their native language is less impressive and commands less respect. The writer concludes that language learning, according to experts, is an interactive activity as dependent on social context as it is on cognitive transfer.
Outline:
Introduction
Legal Issues
School Community
Language Issues
From the Paper
"English language learners are children of newly arrived immigrants in the US, refugees from war-torn countries or immigrants with a language other than English spoken at home. Whatever the circumstances that drove these families to make the US their new home, their children have even varying levels of education in their primary language, such that their ability to learn English fast and efficiently as their chief means of assimilating into American society becomes an extremely challenging task for the US school system. This shows in national and state surveys indicating that ethnic and racial minority children are the most at-risk group in social institutions, with the most significant academic underachievement, high poverty rates, high teen pregnancy rates, low skill levels, and low-paying employment opportunities. The projection is that by 2015 over 50 percent of all students in K-12 public schools across the US will be ELL students, boosting the number of this school population that has the highest dropout rate and the lowest ranking in academic achievement and expectations. The phenomenon necessarily speaks ill of the American public school system."
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Corpora in Promoting Second Language Learning, 2008.
An analysis of the benefits of using corpora in the classroom in order to promote second language learning and a discussion of how teachers can overcome the difficulties of its use.
3,197 words (approx. 12.8 pages), 10 sources, MLA, $ 92.95
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Abstract
This paper examines how the use of corpora in the classroom would facilitate second language learning. The paper also discusses how the English as a second language teachers could overcome the difficulty in teaching English vocabulary in context through the use of the corpora. The paper hypothesizes that use of corpora will facilitate second language learning by contextualizing the taught vocabulary and providing a real discourse.
Table of Contents:
Introduction
Definition of the Problem
Importance of the Study
Research Objectives
Research Hypothesis
Literature Review
Computer-based Corpus
Applying Vocabulary
Current Knowledge of Corpus Benefits
Methodology
Subjects
Instrument
Procedures
Data Analysis
Validity and Reliability
Scope and Limitations
From the Paper
"The scope of the study is to measure whether there is significant benefit in using corpus based materials over traditional methods for second language vocabulary learning. It is acknowledged that there are various limitations which the study must impose. The first of these is that the study is limited only to the one language school, and although there are a spectrum of students who attend the school, the results of the study may not translate into identical results when the study is taken outside of the school. In order to assess whether current curriculum structure should incorporate such methods outside of the language school in which the study is conducted it may be necessary to conduct a much large longitudinal study, involving several language schools in different areas."
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'Principles of Language, Learning and Teaching', 2006.
A summary of H. Douglas Brown's book on language acquisition, "Principles of Language, Learning and Teaching".
5,400 words (approx. 21.6 pages), 1 source, $ 214.95
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Abstract
This paper summarizes six chapters in H. Douglas Brown's "Principles of Language, Learning and Teaching".
Essentially, the paper summarizes the complex second language acquisition concepts of Brown and others and reviews some of the challenges students face in attempting to understand this complex and tangled issue.
From the Paper
"The fifth chapter of H. Douglas Brown's, Principles of Language, Learning and Teaching offers an interesting look at how experts grapple to understand human traits vis-?vis learning. In particular, this chapter is interested in the styles and strategies of second language acquisition in students. To expedite the learning process for readers, Brown makes sure to clearly define three key concepts - process, style and strategy - and how they apply to the aforementioned language acquisition (2004, p.112). These concepts are fairly self-explanatory, but it is appropriate to briefly outline Brown's definition of each concept as time permits. To wit, "process" is the universal process by which all human beings learn."
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Foreign Language Education, 2004.
A discussion of the importance of learning a foreign language.
2,607 words (approx. 10.4 pages), 6 sources, MLA, $ 78.95
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Abstract
This paper takes a look at the negative consequences to Americans and American society suffered as a result of minimal foreign language skills. The paper compares the minimal emphasis that the American educational system places on learning a foreign language to the much stronger emphasis placed on learning a foreign language in virtually all other countries and then explains why the American educational system would be wise to implement better foreign language programs and promote the acquisition of a foreign language.
From the Paper
"The world has about 6,000 different languages, give or take a few. Linguists predict that at least half of those may have disappeared by the year 2050, which means languages are becoming extinct at twice the rate of endangered animals and four times the rate of endangered birds. Predictions are that a dozen languages may dominate the world of the future at best. (Ostler, 2002) For Americans, that?s probably a good thing, since we are seemingly genetically engineered to maintain an appalling ignorance of other languages, and have narrowed down the choices we offer our young people to approximately one, Spanish, viewed by many to be the easiest foreign language to learn. It has been described in various places as having an ?impoverished vocabulary,? which means less work for Dick and Jane. The American education system so far is doing nothing to reverse the endangered languages trend, and much to promote it. In fact, there has been a criminal drop-off in foreign language study in American high schools."
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Teaching Foreign Language to Infants, 2007.
An analysis of the benefits of teaching foreign languages to young children.
2,634 words (approx. 10.5 pages), 8 sources, MLA, $ 79.95
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Abstract
This paper discusses the benefits of teaching infants a foreign language. It begins by discussing the prevalence of bi or tri-lingualism in the world. It then discusses if it is beneficial to know a foreign language. The paper goes on to discuss the advantages of specifically learning the foreign language while still young, particularly focusing on the cognitive effects on the brain.
Table of Contents:
Introduction
Knowing a Foreign Language
Advantages Knowing a Foreign Language
Learning a Foreign Language While Young
Cognitive Effects to the Brain
Conclusion
From the Paper
"Teaching an infant with a foreign language may be a hard task. This entails perseverance and strong commitment from the teacher (or the parent). This will also require full understanding, not only of the language itself, but also of the needs of the infant. But this task is beneficial and will prove to be very useful as the infant grown old.
However, it should be noted that the success of teaching an infant to learn a foreign language lies on the hand of the educators. To them lies the secret of successfully teaching the child of their second language. If they know how to treat and teach a child (of barely less that 5 years of age, or even less), then it will not be a difficult task for the child to adopt very well on the said foreign language. It somehow goes like this... an educator, or the parents for that matter, initially teaches the child with the second language... and then the child will do the rest."
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Language Learning Anxiety, 2007.
A comparison of learning achievement and anxiety between native and non-native teachers' students.
3,894 words (approx. 15.6 pages), 11 sources, MLA, $ 106.95
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Abstract
This paper aims to establish the presence of language learning anxiety among students and to identify the factors leading to the development of students' language learning anxiety. It then discusses the factors comprising language learning achievement. The paper compares language learning achievement between students of native and non-native ESL teachers and the level of language learning anxiety between students of native and non-native ESL teachers.
Table of Contents:
Introduction
Statement of the Problem
Limitation of the Study
Definition of Terms
Review of Related Literature
Methodology
From the Paper
"From McDonald's study, it was established that culture is vital in understanding the true dynamics of language learning, as well as the possible roots of anxiety. However, another important factor that must be delved into is the role that teacher type plays in motivating and changing feelings of anxiety among students of ESL. From Nero's (2005) study on the characteristics and skills of ESL teachers, it was discovered that differences in achievement, aptitude, and anxiety was not dependent on teacher type (native or nonnative), but actually on the techniques and skills that teachers utilize in their everyday teaching of ESL (203)."
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Gender and Language Learning, 2004.
An account of gender differences and the effect on learning a second language.
1,350 words (approx. 5.4 pages), 9 sources, MLA, $ 47.95
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Abstract
This paper presents an account of gender differences and the effect on students and teachers learning a second language. It looks at recent instructional dynamics and focuses on the Mexican American community.
From the Paper
"The purpose of this research is to examine gender differences and the effect on second-language learning and teaching. The plan of the research will be to set forth the context in which gender second-language acquisition and instructional dynamics have gained currency in recent years and then discuss ways in which the interplay of these three elements are operationalized in the classroom ..."
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Second Language Learning, 2000.
An examination of the components and approaches of effective teaching and learning a language, focusing on learner error and types of correction. Includes grammar translation, reading, audiolingualism and more.
2,925 words (approx. 11.7 pages), 13 sources, $ 103.95
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From the Paper
"The treatment and reduction of learner error has long been considered to be the primary task of the language teacher. This was seen to be readily accomplished by the judicious provision of a form of negative feedback (error correction) and the systematic reinforcement of appropriate learner responses and other teacher-desired elements of learners? production. However, both classroom teachers and researchers alike have realized that what was once thought to be a rather simple and natural aspect of the learning process is indeed a complex affair that has, over the last several decades, undergone marked changes due not only to the evolvement of various methodologies and approaches used by teachers in providing language instruction, but also to the way these methodologies and approaches perceive the notion of error and its place in second language instruction. The purpose of this paper..."
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Language Learning in Childhood Education, 2002.
An overview of second language acquisition and communication skills during childhood.
1,650 words (approx. 6.6 pages), 12 sources, $ 62.95
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Abstract
This paper explains how cooperative learning can be used with second language learner's especially elementary students to facilitate language acquisition and communication skills. It will also point out a few myths and misconceptions regarding the learning of second language during childhood and reveal the fact behind such fallacies.
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Second Language Learning, 2002.
An examination of the difficulties faced in second language acquisition.
1,150 words (approx. 4.6 pages), 5 sources, $ 44.95
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Abstract
This paper discusses the problems that one might face while attempting to learn a second language. As it is apparent that many people in our country are keen to learn a second language for different reasons, it is seen that all learners face some common problems. We will talk about those problems and certain myths about second language acquisition.
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Second Language Learning, 2002.
This paper discusses the problems concerning bilingualism in the classroom and the importance of English as a second language (ESL) programs.
2,500 words (approx. 10.0 pages), 9 sources, APA, $ 75.95
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Abstract
This paper examines how, in the United States, ?bilingualism? is a term that goes far beyond the use of more than one language and how the bilingual child in the American classroom commonly summons forth the image of a child who speaks English poorly, has difficulty learning and keeping up with his peers in school, and needs remedial classes. It discusses how English as a second language (ESL) programs are essential for the bilingual and/or multilingual students and how the bilingual learner in the American classroom deserves the same opportunities as those provided to native English-speaking students. It shows how decade's researchers and educators alike have argued about the best ways to teach ESL, and although many have disagreed on the methods employed by most ESL programs, few can argue about the importance of such programs in the American educational system.
From the Paper
"For the most part, studies conducted to date on classroom interaction and English as a second language learning (ESL) began their examinations into second and foreign language learning from this more traditional perspective. However, ?they cross disciplinary borders and draw on theoretical insights and empirical evidence found in areas outside of what has generally been considered the main purview of the ESL field. Their findings join our interests in reconceptualizing second and foreign language learning using a broader, sociocultural perspective of language and learning with practical concerns for nurturing classroom communities of successful second and foreign language learners.? "
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