This Book shares the practical ideas and resources for Preparing Computer Assisted Language Learning (CALL) materials for second language learners. The book serves as a beginners guide for teachers who wish to use learning technologies. The book is an outcome of research on CALL materials and will help you design task based activities for learning in the classroom and beyond the classroom covering all the four skills.
There is little doubt that vocabulary is one of the core components of language without which the story of language learning is hardly worth telling. Claims that one may learn a language without learning words may be like a surgeon claiming that the operation was a success, but that the patient died. Despite the consensus on the undeniable role of vocabulary in language learning, the relevant literature does not seem to offer a rosy picture of the current ways of teaching L2 vocabulary. For this, one can point the finger of blame partially at presentation techniques. To help resolve part of the controversy, the present book compares the effects of three commonly used techniques of vocabulary teaching; namely, glossing, semantic mapping, and imagery on L2 vocabulary comprehension and production. Apart from the results of an empirical analysis, it also includes a relatively comprehensive review of the relevant literature on the topic. The reading of this book is suggested for those who are interested in carrying out research on the issues raised or addressed in this book. The book may also be of interest to second/foreign language learners, teachers and materials developers.
Second edition of this popular course for young learners - now seven levels including Starter. Perfect preparation for Cambridge English Young Learners: Movers. Well-loved by children and teachers the world over, Kid's Box is bursting with bright ideas to inspire you and your pupils. Perfect for general use, the course also fully covers the syllabus of the Cambridge Young Learners English (YLE) tests, preparing your students for success at Starters, Movers and Flyers. The Pupil's Book presents and practises new language through entertaining stories and fantastic songs and activities, making the learning process a joy. YLE-type tests in Levels 2, 4 and 6 assess progress, and familiarise children with the exam format.
A key finding in the 1980s and 1990s is that childrenwho develop good phonological awareness (PA) skillswent on to become good readers. A second criticalfinding in the 1990s and this decade (2000s) is thatchildren who develop strong oral language skillsdevelop good PA skills, thus becoming good readers. This study examined the extent to which the earlyelementary (kindergarten and first grade) L1 and L2oral language skills of Spanish-speaking Englishlanguage learners predict reading performance at theend of elementary school (fifth grade). Morespecifically, the study investigated the jointlongitudinal effects of Spanish-language andEnglish-language proficiency on reading performanceby the time students were ready to enter the middleschool grades. The results demonstrate that combinedL1 and L2 early language skills, for students in bothbilingual education and English immersion programs,predicted fifth-grade reading comprehension skillsjust as well as did early decoding skills. This studybreaks new ground by examining the long-term effectof ELL students? oral language proficiency, in boththeir first language (Spanish L1) and second language(English L2), on English reading achievement. Thisanalysis will be useful to educators who teachEnglish language learners, and to policy makers whomust decide how best to instruct these students.
This study investigates how training with multiple talkers can affect native English speakers’ acquisition of the novel Arabic pharyngeal-glottal consonant contrasts. Learners’ performance on two discrimination tasks, following a word-learning phase is analyzed in terms of training type (multiple talkers vs. single talker) and task type (non-lexical vs. lexical). The findings of the study confirm the hypothesis that variability in talkers can contribute to acquiring non-native contrasting consonant phonemes. The results also showed that different task demands often do not necessarily influence learners’ ability to differentiate novel contrastive consonants.
Motivation is an important individual difference (ID) variable to account for the variation in the language learning success. It is the factor that provides impetus required to start learning a second language, and later it becomes the driving force to sustain the long and tedious process of learning the language. To this end, the present study examined the motivation to learn English of Nepalese public high school learners, 13-16 years of age, in three districts of Nepal. Based on Dornyei’s (2005;2009) second language (L2) motivational Self System as the theoretical framework, this study employed a 63 item questionnaire to collect their view from 84 high school students and a semi structured interview to collect their opinion about learning English from 4 out of total sample. Correlation and regression analyses of the data showed that the main factors affecting learners’ English language learning motivation was the Ideal L2 Self and attitude to learning English, which also provided empirical support for the main constructs of the L2 Motivational Self-System.
Attaining competence in a language is very important to the speakers of any language, and more so to those who learn a language for a particular purpose. However, it is not always easy to attain competence due to the influence of the learners'' first language. This book explores the syntactic errors, which result from L1 transfer in the process of acquiring English as a second language by Keiyo L1 learners of English, and whether teaching plays a role in the elimination of the errors. Error analysis and Inter-language theories constituted the theoretical framework of the study. The study sample was drawn from pupils who are L1 speakers of Keiyo. This book is a major scholarly contribution in Second Language Acquisition studies and language education curriculum planning.
Amharic is the official language of the Federal Democratic Republic of Ethiopia. Many foreigners from different ethno-linguistic groups come to Ethiopia as researchers, missionaries, tourists, employees, investors and official representatives of their countries. These people are eager to learn Amharic in order to communicate, work and share experiences with Ethiopians; however, the efforts of teaching Amharic are accompanied by many problems such as multi-level classes, lack of quality textbooks and other teaching materials, absence of curriculum and poor teaching and testing methods. In order to overcome these problems, learners'' difficulties have to be identified to support textbook writers and second language acquisition researchers. Moreover, it is important to understand the process of second language acquisition. In this book several of the common problems native English speakers face with the Amharic grammar and the acquisition order of Amharic morphemes are discussed in depth. The book is highly valuable as a reference guide for learners, teachers, textbook writers and curriculum designers of Amharic as a Second Language.