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Literature Review from the year 2017 in the subject American Studies - Linguistics, grade: 76.2, Kenyatta University, language: English, abstract: Student learning styles and second language acquisition is a sensible process where one learns of another language than of his or her first language. This process takes place after one has already gained the first language. Therefore, when studying the second language the learner can also find the language to be the third, forth or fifth in his or her studies. The first language is the first language a person learns immediately after he or she is born. Caregivers or parents that surround an individual when he or she is born mostly teach this language. Like the second language, learning one can also have more than one language at the same time. The author gives a brief overview on 11 recent studies on the subject.
This book contributes to the body of knowledge concerning individual learner differences by addressing the issue of learning styles in developing a second language. It comprises five chapters. The notion of style, together with its place among other individual differences and its relation to learning strategies, is presented in Chapter 1. The reasons for researching styles are also delineated in this chapter. Chapter 2 describes simple (one-dimensional) models of learning styles, contrary to Chapter 3, in which two-dimensional (compound) models are presented. Multi-dimensional (complex) models of learning styles are the focus of Chapter 4. Each model discussed in Chapters 2 through 4 is accompanied by an outline of its significance to second language educators, as demonstrated in earlier studies. The final, fifth chapter is devoted to the discussion of the practical exploitation of the learning style awareness in second language education. The options suggested include accommodating learners’ styles, stretching them (by exposing the students to the less familiar and less preferred options), and mixtures of both approaches. The book will be of interest to applied linguists, psycholinguists and language teaching practitioners, as well as tertiary level students interested in finding out the ways in which learning styles account for linguistic achievement.
This anthology of essays by internationally-known ESL/EFL teachers and researchers addresses the ways in which students learn and in which teachers can respond to various learning styles to help student succeed. Includes correlative tables and charts that help clarify learning styles and techniques. For teachers and teacher-trainers.
Publisher Description
A review of the literature on learning strategies, describing and classifying learning strategies in second language learning.
This edited book brings together ten empirical papers reporting original studies investigating different facets of individual variation second language learning and teaching. The individual difference factors covered include, among others, motivation, self, anxiety, emotions, willingness to communicate, beliefs, age, and language learning strategies. What is especially important, some of the contributions to the volume offer insights into intricate interplays of these factors while others attempt to relate them to learning specific target language subsystems or concrete instructional options. All the chapters also include tangible implications for language pedagogy. The book is of interest to both researchers examining the role of individual variation in second language learning and teaching, teacher trainers, graduate and doctoral students in foreign languages departments, as well as practitioners wishing to enhance the effectiveness of second language instruction in their classrooms.
This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children’s cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child’s play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.
Second Language Educational Experiences for Adult Learners explains the latest research on adult learning and then applies that work to specifically address second language learning. In the foundational chapters, this book introduces some of the differences between language learning for adults. In the second half of the volume, the authors move to consider educational design in chapters on curriculum, materials, assessment, and technology. This is an essential book for researchers and students interested in the science of language learning or anyone looking to better understand the science of adult education.
A review of the literature on learning strategies, describing and classifying learning strategies in second language learning.
Learning New Languages: A Guide to Second Language Acquisition is a thorough account of key principles of Second Language Acquisition. Voices from the classroom, as well as activities for reflective research, engage the reader in an interactive exploration of how learners acquire new languages.