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Descriptors:
Second Languages; English (Second Language); Second Language Instruction; Second Language Learning; Linguistics; Cultural Awareness; Textbooks; Guidelines; Teaching Methods; Language Teachers; Culturally Relevant Education

Abstract:
This article is intended to discuss prominent issues in teaching culture to second and foreign language students. The concepts of language and culture will be defined, respectively. Next, the characteristics and components of culture will be presented. In addition, commonly used terms in language and culture including enculturation, acculturation, cultural awareness, cross-cultural awareness, cultural identity, culture shock, and culture bump will be discussed, compared and contrasted. The relationship between language and culture will also be pointed out. Moreover, factors such as teachers, curricula, and textbooks that have an impact on the success and failure of teaching culture to second and foreign language students will be examined. Besides, various views on culture in language learning will be explored. The hidden assumptions of culture learning and teaching when language teachers embrace the bandwagon of communicative language teaching approach will be addressed. Additionally, techniques for teaching cultural awareness and ways to integrate culture learning into the foreign and second language classrooms will too be described. Furthermore, some practical guidelines on accounting for cultural issues for language classroom teachers will be indicated. The advantages and disadvantages of teaching culture in the language classroom will be mentioned. Finally, some discussion and conclusion will be made. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (310K)

Descriptors:
Language Styles; Second Language Learning; Gender Differences; English (Second Language); Discourse Analysis; Language Research; Language Usage; Grammar; Vocabulary; Pronunciation; Second Language Instruction; Classroom Communication; Classroom Environment

Abstract:
This literature review focuses on presenting an overview of research on language and gender. An introduction to the factors influencing language use will first be made. Second, a brief discussion on sex and gender will be made to clarify the terminology used in the literature. Third, physical differences between men and women will also be pointed out. Next, commonly held beliefs about the differences in male and female speech styles will also be presented. Additionally, some salient works in the field will be indicated. Fourth, some testable claims about men's and women's language use will be pointed out. Fifth, discrepancies in major areas such as grammar, vocabulary, and pronunciation between women's and men's language use will be addressed, with an emphasis on the use of hedging. Specifically, a few studies investigating the use of hedges among women and men will be looked at. In addition, research on gender differences in the classroom will be mentioned. Finally, based on the review of the literature, a tentative conclusion will be drawn. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (92K)

Descriptors:
Second Language Learning; English (Second Language); Vocabulary Development; Receptive Language; Expressive Language; Measures (Individuals); Scoring

Abstract:
This paper is concerned with research in measuring receptive and productive vocabulary knowledge in second language (L2) learning, including English as a second language (ESL) learning and English as a foreign language (EFL) learning. The paper will begin with a brief introduction to the role of vocabulary in language learning, and then an overview of terminology in vocabulary knowledge and size will be presented. Five most recent studies on receptive and productive vocabulary knowledge will be discussed together with some other studies that partially address the issue of receptive and productive vocabulary knowledge. The instruments employed to research the topic of receptive and productive vocabulary will be reviewed with the scoring methods used in each study. In addition, the subjects of the studies will be pointed out, and the results of the studies will be briefly discussed. Finally, some pedagogical implications will be suggested. It is hoped that ESL and EFL teachers may find the results in this line of research useful for their vocabulary instruction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (81K)

Descriptors:
English (Second Language); Second Language Learning; Language Proficiency; Language Aptitude; Age Differences; Adult Learning; Adult Students; Communicative Competence (Languages)

Abstract:
Learning a second or foreign language is a long and time-consuming process, and not all language learners may be able to achieve a very high level of proficiency in the target language. It is even rarer to find second or foreign language learners who can use the target language as well as native speakers of the language. Researchers in the field of second language acquisition (SLA) have long been concerned with the factors that prevent learners from attaining such a successful level of language learning. Among various factors that have been empirically investigated, age has seemed to figure prominently in the literature. The critical period hypothesis (CPH) has been proposed to explicate the reason why adult language learners are unable to achieve native-like proficiency. This paper aims at providing a brief overview of the CPH. First, the origin of the CPH is pointed out. Second, studies that support the CPH and those that attempt to falsify the CPH are discussed respectively. It is argued that although it is hard for adult learners to attain native-like proficiency in another language, it may still be possible. Moreover, the importance of finding out if the CPH is true or not may not be as important as trying to help learners to use the language more effectively. It is concluded that helping learners to communicate effectively in the target language is more logically and realistic than trying to help them to emulate native speakers of the target language. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (63K)

Descriptors:
Language Research; Second Language Learning; Grammar; Instruction; Visual Aids; Research Proposals

Abstract:
Research in the field of second language acquisition (SLA) has been done to ascertain the effectiveness of visual input enhancement (VIE) on grammar learning. However, one issue remains unexplored: the effects of VIE density on grammar learning. This paper presents a research proposal to investigate the effects of the density of VIE on English grammar learning. An introduction to the issues to be discussed is first presented. Next, a brief review of the current literature related to the topic to be investigated is mentioned. Other essential components of a research proposal which include the research questions, the subjects of the study, the procedures, and the methods used to analyze the data are respectively delineated. Finally, the potential contributions of the present study are indicated. First, the English grammatical structure to be visually enhanced and examined empirically in this study has probably not been looked at in previous research. Second, the questionnaire used to elicit learners' perceptions and reactions about the use of VIE in reading texts also appears to be a new perspective on researching VIE and grammar learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (83K)

Descriptors:
Interaction; Hypothesis Testing; Second Language Learning; Role

Abstract:
This paper will examine the interaction hypothesis (IH) in second language acquisition (SLA). To begin with a short discussion of the confusing terms in SLA such as theory, model, hypothesis, and construct will be done so as to help readers easily understand theories in the field of SLA and related concepts. Next, what the IH is, and who proposed it will be discussed in detail. How the IH has evolved and has been modified since its inception will then be pointed out. The origins of the IH will also be discussed. In addition, the role of the IH in the field of SLA will be presented together with its positive contributions as well as its caveats. Research studies that support the hypothesis and those that do not support it will both be listed. Moreover, all the constructs in the IH will be delineated. The implications that the hypothesis has for SLA pedagogical research will also be mentioned. Overall, the hypothesis can probably be considered as one of the most persuasive in current SLA literature. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (59K)

Descriptors:
Budgeting; Federal Legislation; Second Language Learning; Adult Learning; Adult Students; English (Second Language); Second Language Instruction; Literature Reviews; Educational Legislation; Limited English Speaking

Abstract:
This literature review looks at the impacts of the No Child Left Behind Act (NCLB) of 2001 on English language learners (ELLs), educators and schools. A brief overview of the current state of English as a second language teaching for adult learners will first be described. Then the importance of the enactment of the NCLB of 2001 is mentioned. Both the problems and the benefits the NCLB has created for ELLs and educators and schools will be presented. This literature review shows that although the NCLB has posed challenges to ELLs, teachers, and schools, the benefits it has brought for ELLs in particular and the education system in general outweigh the problems and challenges. The NCLB Act of 2001 can be deemed as a victory for disadvantaged student groups in the United States both in terms of legal written rights to be provided with quality English language education and budget allocation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (136K)