Tangible insights on the strategizing of language learners and users

This article presents reflections from 12 experts on LANGUAGE LEARNERS STRATEGY (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as to describe ongoing and future research efforts intended to enhance the strategy domain. The LLS areas dealt with include theory building, the dynamics of delivering STRATEGY INSTRUCTION (SI), meta-analyses of SI, learner diversity, SI for young language learners, SI for fine-tuning the comprehension and production of academic-level, grammar strategies at the macro and micro levels,lessons learned from many years of LLS research in Greece, the past and future roles of technology aimed at enhancing language learning, and applications of LLS in content instruction. This review is intended to provide the field with an updated statement as to where we have been, where we are now, and where we need to go. Ideally, it will provide ideas for future studies

Dvikalbystė ir šeima : tėvų įsitikinimai, vaikų savarankiškumas

Globalizing forces and choices move families out of their native language (L1) environments to places where their heritage language (L1) is in the minority. This study focuses on academic sojourner families and their school-aged children and asks how they maintain their native language, during limited stays in the USA (1-7 years). How can native language be maintained relative to the social, emotional, linguistic, and personal challenges faced by parents and children during their sojourn in the USA? Is the task of sustaining a child’s native language in the newly-entered social and scholastic context of a dominant language undermined by underestimation of the impact of erosionary forces on the heritage language? These are some of the key issues identified in a larger on-going study, of which a sub-sample of three linguistically well-informed families (parent-child pairs) is presented here. Findings include the significant impact of parental beliefs regarding the resilience of language on the maintenance of the L1 coupled with the emerging sociolinguistic competence and agency of the child in the L2 environment, which in turn can raise separate challenges for the parent, as well as the child, and for the parent-child relationship.Globalizacija daro įtaką šeimų judėjimui iš jų gimtosios (pirmosios) kalbos aplinkos į aplinką, kurioje jų paveldėtoji (pirmoji) kalba yra mažumos kalba. Šio tyrimo objektas – laikinai (1–7 m.) Jungtinėse Amerikos Valstijose gyvenančios šeimos ir jų mokyklinio amžiaus vaikai. Nagrinėjama, kaip tokios šeimos išlaiko savo gimtąją kalbą; kaip galima išlaikyti gimtąją kalbą, susiduriant su socialiniais, emociniais, lingvistiniais ir asmeniniais iššūkiais; ar nepakankamai įvertinta paveldėtosios kalbos erozija lemia siekį išlaikyti vaiko gimtąją kalbą naujame socialiniame ir mokykliniame kalbos dominantės kontekste. Tai tik keletas klausimų būsimos studijos, kurios tris pavyzdžius (tėvų ir vaikų poros) pristatome šiame darbe. Tyrimo išvada – tėvų įsitikinimai dėl gebėjimo atkurti kalbą, atsižvelgiant į didėjančią vaikų sociolingvistinę kompetenciją ir savarankiškumą antrosios kalbos aplinkoje, daro poveikį vaikų pirmosios kalbai išlaikymui, o tai gali sukelti sunkumų ne tik vaikams, jų tėvams, bet ir tėvų ir vaikų tarpusavio santykiams

The effect of color and imagery as mnemonic strategies on learning and retention of lexical items in German

This study was designed to examine the effects four mnemonic associative learning strategies applied to the learning and recall of German noun clusters (i.e., the article, and the singular and plural forms of nouns in German) by students enrolled in beginning German classes at the university level. The investigation was conducted with 135 students who had no previous contact with German. Eight intact classes were randomly assigned to one of four treatment groups. In order to compare the impact of three types of mnemonic associational strategies and one of role memorization, five independent lists of nine noun clusters were presented to each of the four treatment groups with the English equivalent listed and one form of the German noun contextualized in an illustrative sentence. All four strategy groups received the same material with the following additions: (1) Under the color-code condition, nouns and articles were color-coded for grammatical gender. Neuter was associated with the color green masculine with blue and feminine with pink, as suggested by Allan and Valette, 1972. (2) The pictorial image condition received an additional drawing depicting each noun. (3) The combination (color and picture) condition received the line drawing which had been color-coded for grammatical gender by highlighter pen. (4) The rote memorization condition received no associative support device. Instructions were in written form with no teacher involvement. Exactly eight minutes was allotted for memorization during regular classes. Uniform recall measures, cued in English, were administered after a 25 minute interval of regular class. Results were calculated according to lenient and strict scoring criteria using total and component scores for the article, the singular noun and the plural form. Analysis of variance compared the effects of the four strategies on the achievement measures. Additionally, analysis of covariance controlled pre-experimental differences in foreign language learning aptitude. Results were significantly in favor of the color and picture combination treatment for the recall of German articles, whereas pictures were least effective. Additionally, gender interacted significantly with the learning of noun clusters and their component parts. Women significantly outscored men under the color-only treatment whereas the reverse was true for men in the combination color and picture condition using overall mean scores