Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 6201. Next 10 >>
1. Effect of Language Proficiency and Executive Control on Verbal Fluency Performance in Bilinguals (EJ863004)
Author(s):
Luo, Lin; Luk, Gigi; Bialystok, Ellen
Source:
Cognition, v114 n1 p29-41 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Monolingualism; Vocabulary Development; Language Proficiency; Bilingualism; Cognitive Processes; Role; Verbal Ability; Language Fluency; English; Expressive Language; Receptive Language
Abstract: We use a time-course analysis to examine the roles of vocabulary size and executive control in bilinguals' verbal fluency performance. Two groups of bilinguals and a group of monolingual adults were tested in English with verbal fluency subtests from the Delis-Kaplan Executive Function System. The two bilingual groups were equivalent in their self-rated English proficiency but differed in levels of receptive and expressive vocabulary. We hypothesized that the difference between the two bilingual groups in vocabulary and between the monolingual and bilingual groups in executive control would lead to differences in performance on the category and letter fluency tests and dissociate the roles of vocabulary knowledge and executive control in verbal production. Bilinguals and monolinguals performed equivalently in category fluency, but the high-vocabulary bilingual group outperformed both monolinguals and low-vocabulary bilinguals in letter fluency. An analysis of the retrieval time-course functions in letter fluency showed dissociable effects of resources available at the initiation of the trial, considered to reflect vocabulary size, and ability to monitor and retrieve new items using a novel phonemic-based word searching strategy, considered to reflect executive control. The difference in slope of the best-fitting curves reflected enhanced executive control for both bilingual groups compared to monolinguals, whereas the difference in the starting point of the logarithmic functions reflected higher levels of vocabulary for high-vocabulary bilinguals and monolinguals compared to low-vocabulary bilinguals. The results are discussed in terms of the contributions of linguistic resources and executive control to verbal performance. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. The Role of Heritage Language Development in the Ethnic Identity and Family Relationships of Adolescents from Immigrant Backgrounds (EJ870056)
Oh, Janet S.; Fuligni, Andrew J.
Social Development, v19 n1 p202-220 Feb 2010
2010-02-00
Descriptors: Ethnicity; Parent Child Relationship; Adolescents; Immigrants; Second Language Learning; Hispanic Americans; Language Proficiency; Asian Americans; Language Usage; Predictor Variables; Adjustment (to Environment); Heritage Education; Language Acquisition; Stress Variables; Coping
Abstract: The influence of immigrant-background adolescents' heritage language (HL) proficiency and use of the language on parent-adolescent relationships and ethnic identity was investigated in a sample of 414 adolescents from Latin American and Asian backgrounds. HL proficiency, but not language use, was positively associated with the quality of parent-adolescent relationships. Although HL proficiency and language use were both associated with ethnic identity, when taken together, only HL proficiency was a reliable predictor. These findings indicate that it is the development of proficiency in the HL that influences adolescents' successful adjustment, rather than their choice of languages. It is therefore important to support HL development in order to help immigrant-background students to better cope with the stresses of adolescence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Long-Term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect, and Later Second Language Proficiency (EJ866624)
Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy
Applied Psycholinguistics, v30 n4 p725-755 Oct 2009
2009-10-00
Journal Articles; Reports - Evaluative
Descriptors: Second Languages; Predictor Variables; Aptitude Tests; Decoding (Reading); Grade 1; Language Aptitude; Language Proficiency; High School Students; Longitudinal Studies; Correlation; Student Motivation; Applied Linguistics; Psycholinguistics; Language Processing; Language Skills; Second Language Learning; Language Tests
Abstract: Fifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overall L2 proficiency and most L2 proficiency subtests. However, L1 word decoding was the best predictor of L2 word decoding skills. Early L1 skills, L2 motivation, or L2 anxiety added a small amount of variance to the prediction models. Findings suggested that language-related variables are the most robust predictors of L2 proficiency. Results are discussed in the context of long-term cross linguistic transfer of early L1 skills to later L2 aptitude and L2 proficiency. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Comparative Assessment of Young Learners' Foreign Language Competence in Three Eastern European Countries (EJ866460)
Brumen, Mihaela; Cagran, Branka; Rixon, Shelagh
Educational Studies, v35 n3 p269-295 Jul 2009
2009-07-00
Descriptors: Foreign Countries; English (Second Language); Second Language Learning; Language Proficiency; Student Evaluation; Comparative Analysis; Language Teachers; Elementary School Teachers
Abstract: This paper concerns teacher practices in, and beliefs about, the assessment of young learners' progress in English in three Eastern European countries (Slovenia, Croatia, and the Czech Republic). The central part of the paper focuses on an international project involving empirical research into assessment of young learners' foreign language competence in Slovenia, Croatia and the Czech Republic. With the help of an adapted questionnaire, we collected data from a non-random sample of primary and foreign language teachers who teach foreign languages at the primary level in these countries. The research shows that English as a foreign language is taught mostly by young teachers either primary specialists or foreign language teachers. These teachers most frequently use oral assessment/interviews or self-developed tests. Other more authentic types of assessment, such as language portfolios, are rarely used. The teachers most frequently assess speaking and listening skills, and they use assessment involving vocabulary the most frequently of all. However, there are significant differences in practice among the three countries. (Contains 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Using Electronic Portfolios for Second Language Assessment (EJ865426)
Cummins, Patricia W.; Davesne, Celine
Modern Language Journal, v93 ns1 p848-867 Dec 2009
2009-12-00
Descriptors: Portfolios (Background Materials); Evaluation Methods; Student Evaluation; Portfolio Assessment; Second Language Learning; National Standards; Electronic Equipment; Foreign Countries; Second Language Instruction; Computer Assisted Instruction; Language Proficiency; Biographies
Abstract: Portfolio assessment as developed in Europe presents a learner-empowering alternative to computer-based testing. The authors present the European Language Portfolio (ELP) and its American adaptations, LinguaFolio and the Global Language Portfolio, as tools to be used with the Common European Framework of Reference for languages and the American national standards, which reference the American Council on the Teaching of Foreign Languages proficiency scale. The ELP's characteristic three-part format, consisting of a language passport, a language biography, and a dossier, builds on earlier research on portfolios and second language assessment. The portfolios' qualitative assessment complements other types of quantitative assessment measures. The authors also explore the unique affordances offered by electronic portfolios to connect teaching and learning to assessment, discuss the effectiveness of portfolios as an assessment tool, and point to future directions for e-portfolio research and development for language learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Sustainability and Computer-Assisted Language Learning: Factors for Success in a Context of Change (EJ864954)
Kennedy, Claire; Levy, Mike
Computer Assisted Language Learning, v22 n5 p445-463 Dec 2009
Descriptors: Computer Assisted Instruction; Educational Technology; Second Language Instruction; Second Language Learning; Language Proficiency; Teamwork; Foreign Nationals; Foreign Countries; Time Management; Italian; Language Teachers; Technology Integration; Program Descriptions
Abstract: A team of university Italian teachers at an Australian university has been able to obtain enduring benefits from computer-assisted language learning (CALL), through projects that last, and indeed grow and develop over time. The projects have focused on supporting students in effective use of out-of-class time once they reach an intermediate level of proficiency. This article analyses the team's 15 years of CALL experience by first examining the opportunities and constraints of the changing technological context--with rapid developments in both the types of tools available and the students' relationships to them--and then seeking to identify aspects of the team members' role as agents in that context that have allowed the projects to be successful despite the challenges. While we acknowledge that a certain level of skills, ability to work as a team, and institutional support have been essential, we stress that the key to the success lies in three key principles that shape the team's approach, namely: tailoring, integration, and an iterative development process. Recommendations follow on strategies and techniques that we believe will assist in the sustainability of CALL over the long term in a university setting. (Contains 1 table and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Interruptions in Chat (EJ864947)
Smith, Bryan; Sauro, Shannon
Computer Assisted Language Learning, v22 n3 p229-247 Jul 2009
Descriptors: Computer Mediated Communication; Second Language Learning; Second Language Instruction; Computer Assisted Instruction; German; Coding; Task Analysis; Language Proficiency; Sequential Approach
Abstract: The research on text-based synchronous computer-mediated communication (SCMC), while generally acknowledging the potential benefits afforded by the medium's capacity for extensive self-repair, has done little in the way of exploration of the nature of such text. Indeed, until quite recently, output logs have been favored almost exclusively at the expense of richer records of the interaction that can better account for this deleted text. Another basic aspect of SCMC interaction is the occurrence of interruptions initiated by one's interlocutor during the message composition phase. The possible effect of these interruptions on the chat interaction, however, has again been largely ignored in the literature. This study examines the relationship between these interruptions and deleted text as well as the effect such interruptions have on the subsequent output produced by learners. (Contains 6 tables, 1 figure and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Attitudes of Jordanian University Students towards Using Online Chat Discourse with Native Speakers of English for Improving Their Language Proficiency (EJ864943)
Mahfouz, Safi M.; Ihmeideh, Fathi M.
Computer Assisted Language Learning, v22 n3 p207-227 Jul 2009
Descriptors: Student Attitudes; Writing Skills; Reading Skills; Speech Skills; Listening Skills; Language Skills; Native Speakers; English (Second Language); Language Proficiency; Second Language Learning; College Students; Video Technology; Second Language Instruction; Foreign Countries; Gender Differences; Teaching Methods; Computer Assisted Instruction
Abstract: This study aims to investigate Jordanian university students' attitudes towards using video and text chat discourse with anonymous native speakers of English to improve their English proficiency. To achieve this aim, a questionnaire was designed. The study sample consisted of 320 university students enrolled in two Jordanian universities. Results revealed that students' attitudes towards using video and text chat with English native speakers for improving their English language skills were higher concerning speaking skills, followed by listening skills, reading skills and finally writing skills. Furthermore, results indicated that there were statistically significant differences amongst students, which are attributed to their gender, the faculty they are enrolled in, the chat messenger mode they use most frequently and their seniority of study at university. In light of the aforementioned results, the researchers proposed a number of pedagogical recommendations. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. A Standardised English Language Proficiency Test as the Graduation Benchmark: Student Perspectives on Its Application in Higher Education (EJ864917)
Tsai, Yau; Tsou, Chia-Hsiau
Assessment in Education: Principles, Policy & Practice, v16 n3 p319-330 Nov 2009
2009-11-00
Descriptors: Curriculum Development; Undergraduate Students; Graduation Requirements; Achievement Tests; Foreign Countries; English (Second Language); Language Proficiency; Evaluation Methods; Standardized Tests; Student Evaluation; Questionnaires; Student Attitudes; Competence; Student Motivation
Abstract: The adoption of standardised English Language Proficiency (ELP) tests as a tool for assessing students' English competence for graduation is becoming more and more common in higher education in Taiwan. This paper focuses on university undergraduate students and uses data from a questionnaire survey to investigate their views of the application of standardised ELP tests as the graduation benchmark. The results of this study show that standardised ELP tests are viewed as insufficient to reflect what is learnt and taught in a foreign language classroom and likely to make English instruction become test-driven. The researchers conclude that the adoption of standardised ELP tests as an assessment tool should be determined on the basis of students' English competence and learning situations, and implemented in the context of overall curriculum planning and needs analysis. While finding that standardised ELP tests may place much pressure on students' English learning, the researchers also conclude that motivation rather than pressure is the key to determining whether the new assessment policy of the graduation benchmark requirement can succeed in promoting the quality of foreign language education in the institutions of higher education in Taiwan. The researchers suggest that standardised ELP tests should become an optional assessment tool to encourage more and more students to take them voluntarily for graduation. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Talking into Empty Space? Signalling Involvement in a Virtual Language Classroom in Second Life (EJ864878)
Deutschmann, Mats; Panichi, Luisa
Language Awareness, v18 n3-4 p310-328 Aug 2009
2009-08-00
Journal Articles; Reports - Evaluative; Reports - Research
Descriptors: Metalinguistics; Discourse Analysis; Comparative Analysis; Internet; Oral Language; Language Proficiency; Graduate Students; Doctoral Programs; Teacher Student Relationship; Learner Engagement; Computer Mediated Communication; Second Language Learning; Interpersonal Communication; Virtual Classrooms; Correlation; English (Second Language); Computer Assisted Instruction; Second Language Instruction; Foreign Countries; Cooperative Learning; Teaching Methods
Abstract: In this study, we compare the first and the last sessions from an online oral proficiency course aimed at doctoral students conducted in the virtual world Second Life. The study attempts to identify how supportive moves made by the teacher encourage learners to engage with language, and what type of linguistic behaviour in the learners leads to engagement in others. We compare overall differences in terms of floor space and turn-taking patterns, and also conduct a more in-depth discourse analysis of parts of the sessions focusing on supportive moves such as back-channelling and elicitors. There are indications that the supportive linguistic behaviour of teachers is important in increasing learner engagement. In our study we are also able to observe a change in student linguistic behaviour between the first and the last sessions with students becoming more active in signalling involvement as the course progresses. Finally, by illustrating some of the language awareness issues that arise in online environments, we hope to contribute to the understanding of the dynamics of online communication. (Contains 3 figures, 2 excerpts, and 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help