Successful language learners have a wide variety of thinking skills. Since they are conscious of their knowledge and know where, when, and how to apply it to any learning situations. Researchers agree that successful learners possess meta-cognition, i.e. the conscious ability to recognize their knowledge, understand and have control over their own learning (Gojkov, 2010). Students with good meta-cognition are able to direct and monitor their own learning processes; they have the ability to master
The approach of taking the learner in the center of language pedagogy increases in recent years. Learners are expected to achieve to be more active participants and have the power of self-direction (Kafipour and Naveh, 2011). Self-direction is an important characteristic among the other language learning strategies. Self-directed learners make conscious choices for finding solutions to problems and organizing knowledge and building skills. Kafipour and Naveh state that it is crucial for students
challenges for CLD students acquiring a new language. Some key challenges involve not only the cognitive dimensions, but also the sociocultural and linguistic dimensions. The bilingual teachers must understand these challenges of their students face in order to meet the unique and individual needs of the language learners. The cognitive challenges consist of the interrelationships between the cognitive and sociocultural dimensions. Acquisition of a second language interrupts a child’s cognitive development
one of the most important factors for learning a foreign/second language (L2). Ellis (1994) mentioned that motivation is the factor for what learners feel the need to learn language (p.715). Dörnyei and Ushioda (2011) mentioned that second language motivation is an important factor for learning any additional language. They also mentioned that in any field of knowledge, motivation is an important factor. They emphasized on practical aspects of learning language than the theories. During last two decades
vocabulary size in language learning. For instance, Tschirner (2004) argues that vocabulary size is regarded as one of the most important indicators of second language reading proficiency in particular and of academic language skills in general. In many other studies (Laufer and Nation, 1995; Laufer, 1998; Zimmerman, 2005), the vocabulary size has also been found to be closely associated with second language writing ability. Furthermore, in another study Read (2004) states that second language learners are
International definition for dyslexia. Accordingly, they defined dyslexia as a specific learning disorder of neural biological origin. Individuals who are diagnosed with dyslexia have difficulties in reading because they have poor word decoding skills. Their difficulty in decoding words in most cases is due to problems processing the phonological sounds of words. As such dyslexia can be characterized as a disturbance in language function, which leads to difficulties in reading and the lack of reading leads
study gave overall general results about the Omani learners’ strategy in the field of language learning strategies. This study results’ indicated the usage of certain strategies among learners to a certain degree which supports the notion of the Overlapping theory that learners do use certain strategies more often than others depending on the efficient strategies available for them to learn. In the next section, spelling learning strategies will be explained generally and then specifically in the light
you are communicating in the second language? Do you think that the mistakes of pronunciation can be solved even when those have become a system in your mind? This document will present the definition of interlanguage and fossilization, and their changes over the time. Additionally, it will help learners of a second language to recognize whether or not they have fossilized words during the process of acquisition. At the same time, it will propose some strategies for solving and reducing the errors
essential part in English language acquisition. Individuals have endeavored to take in second language from at least the time of the Romans, and maybe anytime recently. In this time of more than two thousand years, there have been various distinctive ways to deal with language learning, even with an alternate point of view on vocabulary. At times, vocabulary has been given pride of place in teaching methodologies, and at alternate times ignored. During the time spent vocabulary learning, it is fundamental
FOSSILIZATION IN L2 ACQUISITION There are several differences between first and second language acquisition: L1 is intuitive, natural, complete and trigger by birth. L2 in general is a choice, depends on the motivation of the learners and the difficult relies in achieving native proficiency. Related to second language acquisition, Selinker introduced the term ‘interlanguage’: "the process of learning a second language (L2) is characteristically non-linear and fragmentary, marked by a mixed landscape