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Richard Dlc Gonzales - One of the best experts on this subject based on the ideXlab platform.
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differences in motivational orientation in Foreign Language Learning context findings from filipino Foreign Language learners
Social Science Research Network, 2011Co-Authors: Richard Dlc GonzalesAbstract:The primary purpose of this study is to find out the degree of which motivational orientation differentiates learners in a Foreign Language (FL) Learning context, particularly in the Philippines. The secondary purpose of this study is to determine differences in the motivational orientation of Filipino FL learners using the Foreign Language Learning Motivation Questionnaire and to investigate variables such as age group, gender, FL being learned and length of study of FL could influence differentiation in the motivational orientation of FL Learning among Filipino students. Accordingly, it was hypothesized that the variables included in this study could differentiate motivational orientation of FL learners. The participants of this study included 150 students who had elected to study FL from three major universities in Metro Manila. Eighty of the participants are females (53.3%), while 70 are males (46.7%). The data were cross- sectional in nature with 26 Learning Chinese (17.3%), 40 Learning French (26.7%), 50 Learning Japanese (33.3%) and 34 Learning Spanish (22.7%). Results revealed motivational differences between younger and older FL learners, between male and female learners, and among learners of different FL. Younger learners were found to be more motivated towards cultural understanding, cultural integration and self-satisfaction. Females are more motivationally oriented than males in communication and affiliation and self-efficacy. Japanese Language learners are more motivationally oriented toward career and economic enhancement, French Language learners towards affiliation with Foreigners, and Spanish Language learners towards self-efficacy. The study recommends some instructional and pedagogical strategies for teaching Language subjects.
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motivational orientation in Foreign Language Learning the case of filipino Foreign Language learners
Social Science Research Network, 2010Co-Authors: Richard Dlc GonzalesAbstract:The main purpose of this research is to determine the extent of which motivation differentiates Foreign Language (FL) learners. The secondary purpose of this study is to compare motivation of Filipino FL learners using the Foreign Language Learning Motivation Questionnaire and to investigate whether age group, sex, FL being learned and length of studying of FL could influence differentiation in the motivation of FL Learning among Filipino students. Thus, it was hypothesized that the variables included in this study could differentiate motivation of FL learners. The participants of this study were 150 students who had elected to study Foreign Languages from three universities in Metro Manila. Eighty of the participants are females (53.3%), while 70 are males (46.7%). Data were cross-sectional in nature with 26 Learning Chinese (17.3%), 40 Learning French (26.7%), 50 Learning Japanese (33.3%) and 34 Learning Spanish (22.7%). Results show that younger learners motivational orientation is towards cultural understanding, cultural integration and self-satisfaction. Females are more motivationally oriented than males towards communication and affiliation and self-efficacy. Japanese Language learners are more motivationally oriented towards career and economic enhancement, French Language learners towards affiliation with Foreigners, and Spanish Language learners towards self-efficacy. The study recommends some instructional and pedagogical strategies for teaching Foreign Languages.
Charles W Stansfield - One of the best experts on this subject based on the ideXlab platform.
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using the modern Language aptitude test to identify a Foreign Language Learning disability is it ethical
Language Assessment Quarterly, 2004Co-Authors: Daniel J Reed, Charles W StansfieldAbstract:In this article we identify and discuss five ethical concerns related to the use of the Modern Language Aptitude Test (MLAT) in the diagnosis of Foreign Language Learning disability (FLLD). In the introduction, we provide some background information on the MLAT, describe its use in Learning disability (LD) assessment, and introduce the 5 ethical concerns that we have identified. We also elaborate on the definitions of Language aptitude and Learning disability to facilitate the subsequent discussion of the ethical issues. In the second part of the article, we examine the 5 ethical concerns in some detail. In the process, we observe that resolution of these types of problems is a complex matter that requires the understanding of viewpoints in a surprisingly large number of specialized areas including FL education, LDs, clinical neurology, school psychology, and law. In our conclusions, after summarizing our findings related to the 5 ethical issues, we suggest that use of the MLAT in the identification of in...
Deborah Azaryad Shechter - One of the best experts on this subject based on the ideXlab platform.
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overcoming the grammar barrier in Foreign Language Learning the role of television series
Social Science Research Network, 2018Co-Authors: Deborah Azaryad ShechterAbstract:Mastering the grammar of a Foreign Language requires Learning the rules as well as the contexts within which the structures are used. Formal grammar instruction should therefore be augmented by exposing learners to authentic Language. According to the literature, watching television series in the target Language improves listening comprehension and enhances vocabulary acquisition. No study to date, however, has investigated the recursive use of one series, in the classroom and over an entire course, to explicitly teach grammar. Presenting apt pedagogical arguments substantiated by the literature on grammar instruction and evidence from the classroom, this article maintains that a television series can be an invaluable source of authentic Language and an excellent means to teach grammar in context. It recommends using the dialogues in the scenes to teach and illustrate grammatical structures, especially those that are very different or do not exist in the learners’ mother tongue. The article also proposes giving students pertinent writing tasks and adequate corrective feedback to help them internalize these structures. Consistent with recent studies indicating a strong connection between emotion and cognition, this method raises the students’ motivation and enhances grammar Learning; as such, it can supplant or complement conventional practices of grammar instruction and thereby warrants empirical studies. Finally, the article delineates directions for future research to elucidate how television series contribute to the teaching and Learning of grammar.
Lovden Martin - One of the best experts on this subject based on the ideXlab platform.
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White matter microstructure predicts Foreign Language Learning in army interpreters
'Cambridge University Press (CUP)', 2020Co-Authors: Martensson Johan, Eriksson Johan, Bodammer, Nils Christian, Lindgren Magnus, Johansson Mikael, Nyberg Lars, Lovden MartinAbstract:Adult Foreign Language acquisition is challenging, and the degree of success varies among individuals. Anatomical differences in brain structure prior to training can partly explain why some learn more than others. We followed a sample of conscript interpreters undergoing intense Language training to study Learning-related changes in white-matter microstructure (FA, MD, RD and AD) and associations between differences in brain structure prior to training with acquired Language proficiency. No evidence for changes in white matter microstructure relative to a control group was found. Starting values of RD, AD and MD were positively related to final test scores of Language proficiency, corroborating earlier findings in the field and highlighting the need for further study of how initial brain structure influences and interacts with Learning outcomes
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White matter microstructure predicts Foreign Language Learning in army interpreters
'Cambridge University Press (CUP)', 2020Co-Authors: Martensson Johan, Eriksson Johan, Bodammer, Nils Christian, Lindgren Magnus, Johansson Mikael, Nyberg Lars, Lovden MartinAbstract:Adult Foreign Language acquisition is challenging, and the degree of success varies among individuals. Anatomical differences in brain structure prior to training can partly explain why some learn more than others. We followed a sample of conscript interpreters undergoing intense Language training to study Learning-related changes in white-matter microstructure (FA, MD, RD and AD) and associations between differences in brain structure prior to training with acquired Language proficiency. No evidence for changes in white matter microstructure relative to a control group was found. Starting values of RD, AD and MD were positively related to final test scores of Language proficiency, corroborating earlier findings in the field and highlighting the need for further study of how initial brain structure influences and interacts with Learning outcomes.Special Issue: SIArticle Number: PII S1366728920000152
John D E Gabrieli - One of the best experts on this subject based on the ideXlab platform.
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speech processing and plasticity in the right hemisphere predict variation in adult Foreign Language Learning
NeuroImage, 2019Co-Authors: Zhenghan Qi, Yunxin Wang, Carlo De Los Angeles, Kerilee A Garel, Ee San Chen, Susan Whitfieldgabrieli, John D E GabrieliAbstract:Abstract Foreign Language Learning in adulthood often takes place in classrooms where Learning outcomes vary widely among students, for both initial Learning and long-term retention. Despite the fundamental role of speech perception in first Language acquisition, its role in Foreign Language Learning outcomes remains unknown. Using a speech discrimination functional magnetic resonance imaging (fMRI) task and resting-state fMRI before and after an intensive, classroom-based, Mandarin Chinese course, we examined how variations in pre-training organization and pre-to-post reorganization of brain functions predicted successful Language Learning in male and female native English-speakers. Greater pre-training activation in right inferior frontal gyrus (IFG) to Mandarin speech was associated with better Mandarin attainment at the end of the course. After four weeks of class, learners showed overall increased activation in left IFG and left superior parietal lobule (SPL) to Mandarin speech, but in neither region was variation related to Learning outcomes. Immediate attainment was associated with greater pre-to-post reduction of right IFG activation to Mandarin speech but also greater enhancement of resting-state connectivity between this region and both left IFG and left SPL. Long-term retention of Mandarin skills measured three months later was more accurately predicted by models using features of neural preparedness (pre-training activation) and neural plasticity (pre-to-post activation change) than models using behavior preparedness and plasticity features (pre-training speech discrimination accuracy and Mandarin attainment, respectively). These findings suggest that successful holistic Foreign Language acquisition in human adulthood requires right IFG engagement during initial Learning but right IFG disengagement for long-term retention of Language skills.