This study investigated the students&amp / #8217 / and teacher&amp / #8217 / s perception of a web-based learning tool for an English course which was given as a second language at elementary level. The site was used as a supplementary material for 8th grade students in METU College. The researcher developed the site specifically for this study and in the development process internet and database technologies were used.The data were collected from the 22, 8th grade students through a computer attitude scale and a questionnaire, which was developed by the researcher. An interview with the course teacher was conducted. Descriptive statistics, frequency distributions and researcher observation were used to express the results of the study. The results showed that the site was perceived positively by more than half of the students in terms of vocabulary learning through the dictionary and activities page. The site was evaluated by the students and nearly most of the students found the site to be useful in terms of acquiring hearsay through the dictionary and the chat page of the site. More than half of the students perceived the chat environment more suitable for communication than classroom environment. The course teacher evaluated the site to be useful in terms of vocabulary learning, hearsay and online communication.

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No description available.

This longitudinal study charts the development and achievement in reading, language and memory skills of a representative group of children with Down syndrome in mainstream education. Twenty-four children with Down syndrome were followed over a 2 year period and compared to (i) children matched for reading age (N=31) and, (ii) average readers (N=42), from the same school classes as the children with Down syndrome. A battery of standardised assessments was administered annually to obtain measures of reading, language, memory, number skills, and general intelligence. On all three occasions the children with Down syndrome showed an uneven profile of development with advanced reading ability compared to their other cognitive skills. Two years after the initial assessment there was still no significant difference between the reading scores of the children with Down syndrome and the reading age control group indicating similar rates of progress in the two groups despite the children with Down syndrome being significantly delayed on all of the other measures. Although it was predicted that learning to read may enhance the language and memory skills of children with Down syndrome, partial correlations revealed no significant associations between reading and language ability once age and intelligence had been controlled for. This suggests that reading and language are independent cognitive skills in this age group of children. The relationship between reading and auditory STM was less clear as significant partial correlations were only found at some times. Furthermore, exploratory multiple regression analyses also suggested that there was no clear predictive relationship of language and memory development from early reading ability. Finally, reading strategies were examined longitudinally in an experimental task in which words and nonwords were presented via a computer. The Down syndrome and reading matched groups were similar in their ability to read words but the children with Down syndrome were significantly less accurate when reading nonwords. The results suggested that the majority of the children with Down syndrome were continuing to make progress using a logographic reading strategy. However, there was also some evidence that some children with Down syndrome (those who had the highest reading ages) had developed alphabetic skills.

This thesis represents the culmination of work carried out as part of an ongoing research into hypermedia authoring for Computer Assisted Language Learning (CALL). It originates from, and is the natural continuation of previous research activities in user interface design, which addressed the problem of transferring existing human factors expertise derived from the field of human-computer interaction (HCI) to the hypermedia CALL authoring process. Problems identified with the development of specific design guidelines for authoring hypermedia CALL led to a need for a thorough examination of the usability field with a view to creating a coherent and exhaustive theoretical framework providing a comprehensive contextual and conceptual design support. At the conceptual level, emphasis is placed on defining the design process from an HCI perspective, on delineating the authoring input and explicating the potential of the hypermedia CALL platform, in terms of specificity, scope and limitations. At the contextual level, this research presents an in-depth study of mental models and user requirements elicited and formulated by students as targeted users on the basis of a selection of relevant applications. The resulting usability field is central to the design of the theoretical framework, inasmuch as it feeds into conceptual design considerations and is instrumental in facilitating and validating a realistic transition from theory into practice. Ultimately, the theoretical framework provides a comprehensive design support encapsulating design guidelines and generating design solutions. The main contribution made to hypermedia CALL rests on providing an extensive contextualized design support in the form of a practical and applicable framework with a sound theoretical underpinning designed to stimulate a conceptual approach to authoring hypermedia CALL environments. Therefore, it is designed to develop a much greater awareness of the design process and the role authors must play within it, as well as to provide a methodology and an approach to further identify and understand student requirements. Last but not least, it is conceived to promote and facilitate the use of design guidelines to turn a complex process into a successful, student-centred design outcome.

The abundance of technologies around our children, provides us with resources that can be used in second and foreign language classrooms. Often, children do not have the opportunity to practice Spanish in an authentic way, due to limited Spanish instruction that some institutions or public schools offer at the elementary level. Therefore, the limited time that is allowed to teach should be used wisely by means of computer games in the target language in conjunction with language tasks may offer the opportunity to learn and practice the second language (L2). The purpose of the present report is to: present existing literature on tasks and computer games in foreign/second language learning; suggest how they can be incorporated in a task-based approach in terms of teaching Spanish as an L2 to young learners; show examples of computer games in company with various language tasks that can be used for L2 learning; and provide an example of a lesson plan based on the suggested approach. Also, some of the benefits of this Spanish task-based approach will be discussed. Finally, important teaching implications are offered based on the existing literature on tasks and the task-based approach using computer games that is proposed in the this report. / text

This thesis is a pilot study of ongoing research concerning the nature of impairments in adults with language learning disorders. The current study assessed lexical-semantic organization in14 adults with language learning disorders (LLD), ages 18;9 to 24;3 and 14 adults with no history of language impairment (TD) matched for age, gender, and education with a list recall task adapted from Watson, Balota, and Roediger (2001). All adults were enrolled in a four-year university. No significant differences were found on accuracy of list recall in LLD and TD. Similar to previous research, list recall for semantically- related words was higher in accuracy than for phonologically- related words for both LLD and TD participants. All participants were more likely to accurately recall the words at the beginning and at end of the lists. The LLD group showed a positive correlation between oral language and phonological processing performance with accuracy of recall. These results suggest that adults with language learning disorders who are enrolled in a four-year university are able to implement strategies that compensate for any language difference that may exist. Also, the similarities in patterns and accuracy of list recall suggest similar lexical-semantic organization in adults with LLD and TD. / text

This thesis examines the application of Information and Communication Technologies (ICT) to Second-language (L2) learning. It analyzes the use of electronic mail as a cognitive tool and aims at providing a better understanding of the learning process in a computerized environment. In this meta-analysis, qualitative data were drawn from independent studies (n=29) published between 2000 and 2010. The thesis briefly reviews historical and theoretical perspectives on Computer-Assisted Language Learning (CALL) and language learning strategies. Then, with reference to Oxford’s (1990) typology, it investigates the use of learning strategies in email exchanges or projects of L2 learners. The identification of five categories of learning strategies (cognitive, social, meta-cognitive, compensatory and affective) constitutes the ground work to defining the paradigms of L2 learning associated with the use of electronic mail. The study draws parallels between this electronic learning environment and Jonassen et al.’s (1999, 2008) five principles of meaningful learning, namely active, constructive, intentional, authentic and cooperative learning. Furthermore, a (non-exhaustive) list of five variables associated with successful L2 learning via email interaction (sustained communication, proficiency level in L2, audience interaction, structure of the language-related task and the topics of email correspondence) is presented. As demonstrated in this research, this ICT’s ability to provide a favorable L2 learning environment is threefold. First, the use of electronic mail, as a cognitive tool, fosters learners’ activation of learning strategies. Second, patterns reflecting the principles of self-appropriated learning in the electronic environment suggest its role in the development of transversal skills. Finally, attitude changes towards L2 culture and stereotypes and towards L2 learning, among others, indicate modifications to learners’ behavior. This study also provides updates to Oxford’s (1990) typology of learning strategies in the five categories identified, based on data from the 29 studies. The pedagogical implications, discussed in the conclusion, draw attention to the qualitative and non-linguistic learning outcomes, as well as to the social, affective and cultural dimensions related to the use of email interaction in L2 learning.

Internationally, more and more people are learning Chinese as a second or foreign language. Many studies (Gardner, 1958; Spolsky, 1969; Dörnyei, 1994; Oxford & Shearin, 1996; Williams & Burden, 1997) have shown that learning motivation plays an important role in language learning, while language belief (Horwitz, 1988) determines the strategies and efforts learners are going to put into language learning. Both motivation and belief are key factors in successful language learning. This research carried out an investigation of the phenomenon of Chinese language learning in the Canadian context. Through in-depth, open-ended individual interviews with six students who were learning Chinese in a Canadian university, the researcher intended to listen to their actual experiences of Chinese language learning in order to examine their motivations for learning this language and to describe their beliefs about this language. The results showed Chinese language learners had a variety of motivations to learn the Chinese language, from cultural interest, communication with native Chinese speakers, travel, friendship, to job opportunities. These motivations came from their real life experiences with the Chinese people around them. As for the Chinese language, not all students thought it was difficult. All participants in this study believed listening and speaking was more important than reading and writing. They adopted many learning strategies to learn Chinese. The implications for Chinese language instructors as to how to motivate students and for the Chinese language students motivating themselves were also discussed.

Internationally, more and more people are learning Chinese as a second or foreign language. Many studies (Gardner, 1958; Spolsky, 1969; Dörnyei, 1994; Oxford & Shearin, 1996; Williams & Burden, 1997) have shown that learning motivation plays an important role in language learning, while language belief (Horwitz, 1988) determines the strategies and efforts learners are going to put into language learning. Both motivation and belief are key factors in successful language learning. This research carried out an investigation of the phenomenon of Chinese language learning in the Canadian context. Through in-depth, open-ended individual interviews with six students who were learning Chinese in a Canadian university, the researcher intended to listen to their actual experiences of Chinese language learning in order to examine their motivations for learning this language and to describe their beliefs about this language. The results showed Chinese language learners had a variety of motivations to learn the Chinese language, from cultural interest, communication with native Chinese speakers, travel, friendship, to job opportunities. These motivations came from their real life experiences with the Chinese people around them. As for the Chinese language, not all students thought it was difficult. All participants in this study believed listening and speaking was more important than reading and writing. They adopted many learning strategies to learn Chinese. The implications for Chinese language instructors as to how to motivate students and for the Chinese language students motivating themselves were also discussed.