Related Research Articles
English as a second or foreign language refers to the use of English by individuals whose native language is different,commonly among students learning to speak and write English. Variably known as English as a foreign language (EFL),English as a second language (ESL),English for speakers of other languages (ESOL),English as an additional language (EAL),or English as a new language (ENL),these terms denote the study of English in environments where it is not the dominant language. Programs such as ESL are designed as academic courses to instruct non-native speakers in English proficiency,encompassing both learning in English-speaking nations and abroad.
Rod Ellis is a Kenneth W. Mildenberger Prize-winning British linguist. He is currently a research professor in the School of Education,at Curtin University in Perth,Australia. He is also a professor at Anaheim University,where he serves as the Vice president of academic affairs. Ellis is a visiting professor at Shanghai International Studies University as part of China’s Chang Jiang Scholars Program and an emeritus professor of the University of Auckland. He has also been elected as an honorary fellow of the Royal Society of New Zealand.
The desire to learn is often related to the concept of ‘motivation’. Motivation is the most used concept for explaining the failure or success of a language learner. Second language (L2) refers to a language an individual learns that is not his/her mother tongue,but is of use in the area of the individual. It is not the same as a foreign language,which is a language learned that is not generally spoken in the individual's area. In research on motivation,it is considered to be an internal process that gives behavior energy,direction and persistence in research . Learning a new language takes time and dedication. Once one does,being fluent in a second language offers numerous benefits and opportunities. Learning a second language is exciting and beneficial at all ages. It offers practical,intellectual and many aspirational benefits. In learning a language,there can be one or more goals –such as mastery of the language or communicative competence –that vary from person to person. There are a number of language learner motivation models that were developed and postulated in fields such as linguistics and sociolinguistics,with relations to second-language acquisition in a classroom setting. The different perspectives on L2 motivation can be divided into three distinct phases:the social psychological period,the cognitive-situated period and the process-oriented period.
Kathleen Bardovi-Harlig is an American linguist. She is currently Provost Professor and ESL Coordinator at Indiana University (Bloomington).
Scott Thornbury is an internationally recognized academic and teacher trainer in the field of English Language Teaching (ELT). Along with Luke Meddings,Thornbury is credited with developing the Dogme language teaching approach,which emphasizes meaningful interaction and emergent language over prepared materials and following an explicit syllabus. Thornbury has written over a dozen books on ELT methodology. Two of these,'Natural Grammar' and 'Teaching Unplugged',have won the British Council's "ELTon" Award for Innovation,the top award in the industry.
NNEST or non-native English-speaking teachers is an acronym that refers to the growing body of English language teachers who speak English as a foreign or second language. The term was coined to highlight the dichotomy between native English-speaking teachers (NEST) and non-native English-speaking teachers (NNEST).
In language learning research,identity refers to the personal orientation to time,space,and society,and the manner in which it develops together with,and because of,speech development.
A diary study is an in-depth reflection on learning processes or teaching experiences regularly kept by an individual and then analyzed to look for recurring patterns or significant events. Diary studies are often used in qualitative studies and can be analyzed by diarists themselves or by researchers. It is a research genre gaining popularity in the TESOL field. Originated from both psychological and anthropological research,diary studies involve systematic personal accounts of the feelings,thoughts,beliefs,attitudes and reactions over a period of time. In other words,it is a kind of self-observation,introspection and retrospection. Diarists can freely write about their thoughts and have no need to answer some previously imposed questions for the research. We can often find unexpected underlying factors,especially affective factors through diary studies. Common external research tools such as observation cannot reach the affective part so far.
Prof. Vivian James Cook was a British linguist who was Emeritus Professor of Applied Linguistics at Newcastle University.
Paul Nation is an internationally recognized scholar in the field of linguistics and teaching methodology. As a professor in the field of applied linguistics with a specialization in pedagogical methodology,he has been able to create a language teaching framework to identify key areas of language teaching focus. Paul Nation is best known for this framework,which has been labelled The Four Strands. He has also made notable contributions through his research in the field of language acquisition that focuses on the benefits of extensive reading and repetition as well as intensive reading. Nation's numerous contributions to the linguistics research community through his published work has allowed him to share his knowledge and experience so that others may adopt and adapt it. He is credited with bringing « legitimization to second language vocabulary researches »in 1990.
Norbert Schmitt is an American applied linguist and Emeritus Professor of Applied Linguistics at the University of Nottingham in the United Kingdom. He is known for his work on second-language vocabulary acquisition and second-language vocabulary teaching. He has published numerous books and papers on vocabulary acquisition.
Zoltán Dörnyei was a Hungarian linguist. He was a professor of psycholinguistics at the University of Nottingham in the United Kingdom. He was known for his work on second language acquisition and the psychology of the language learner,in particular on motivation in second language learning,having published numerous books and papers on these topics.
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. They have also been defined as "thoughts and actions,consciously chosen and operationalized by language learners,to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most advanced levels of target language performance". Some learning strategies include methods that facilitate lowering the learner's language anxiety,therefore improving their confidence in using the language. Consistently it has been proven that strategies,those mentioned in the following article and others,assist learners to become more proficient. The term language learner strategies,which incorporates strategies used for language learning and language use,is sometimes used,although the line between the two is ill-defined as moments of second language use can also provide opportunities for learning.
Merrill Swain is a Canadian applied linguist whose research has focused on second language acquisition (SLA). Some of her most notable contributions to SLA research include the Output Hypothesis and her research related to immersion education. Swain is a Professor Emerita at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Swain is also known for her work with Michael Canale on communicative competence. Swain was the president of the American Association for Applied Linguistics in 1998. She received her PhD in psychology at the University of California. Swain has co-supervised 64 PhD students.
The following outline is provided as an overview of and topical guide to second-language acquisition:
Judit Kormos is a Hungarian linguist. She is a professor and the Director of Studies for the MA TESOL Distance programme at the Department of Linguistics and English Language at Lancaster University,United Kingdom. She is renowned for her work on motivation in second language learning,and self-regulation in second language writing. Her current interest is in dyslexia in second language learning.
Complex dynamic systems theory in the field of linguistics is a perspective and approach to the study of second,third and additional language acquisition. The general term complex dynamic systems theory was recommended by Kees de Bot to refer to both complexity theory and dynamic systems theory.
Diane Larsen-Freeman is an American linguist. She is currently a Professor Emerita in Education and in Linguistics at the University of Michigan in Ann Arbor,Michigan. An applied linguist,known for her work in second language acquisition,English as a second or foreign language,language teaching methods,teacher education,and English grammar,she is renowned for her work on the complex/dynamic systems approach to second language development.
Alison Mackey is a linguist who specializes in applied linguistics,second language acquisition and research methodology and is one of the most highly cited scholars in the world in these areas.
Kata Csizér is a Hungarian linguist. She is currently a professor at the School of English and American Studies of the Faculty of Humanities of the Eötvös Loránd University,Hungary. Her research focuses on applied linguistics with a special focus on motivation in second-language learning and teaching students with special needs.
References
- ↑ "Mercer - University of Graz". uni-graz.at. 29 June 2019.
- ↑ "About me". Sarah Mercer. 29 June 2019. Retrieved 29 June 2019.
- ↑ "Sarah Mercer awarded Habilitation!". Lancaster University. 16 May 2012. Retrieved 29 June 2019.
- ↑ Towards an Understanding of Language Learner Self-Concept. Springer. 20 June 2011. Retrieved 29 June 2019.
- ↑ Mercer, Sarah (2011). "Language learner self-concept: Complexity, continuity and change". System . 39 (3): 335–346. doi:10.1016/j.system.2011.07.006.
