Review on Learner Belief about Second Language Learning

Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a review o studies of learner belief about second language learning concerning its properties, classifications, and majo approaches to investigation. Based on the review, the importance of the research in the field is emphasized.

What Motivates Us to Learn as We Grow?——A Research Review on the Relationship between Age and Motivation in Second Language Learning

Motivation is always a dominatant factor in second language learning and teaching. Dornyei once suggested his model of learners' motivation, which is, language learning attitudes and the Ideal L2 self. Certainly, this could bring some research interests to other researchers. In this paper, the author reviews a research carried among the Hungarians, where the research focus is clearly given on the relationship between age and motivation to test Dornyei' s theory and offer a new way to promote learner's motivation in second language learning.

FIRST LANGUAGE ACQUISITION AS A MODEL FOR SECOND LANGUAGE ACQUISITION: THE TOTAL PHYSICAL RESPONSE APPROACH IN SECOND LANGUAGE LEARNING AND TEACHING

L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.

The Analysis of Gender Factor in Second Language Learning

This paper focuses on the factor of gender in Second Language Learning, with the analysis of the different aspects of showing: self-esteem, oral work, reflectivity, pair and group work, skill preference.

The Fuzziness Principles of Language Teaching and Its Applications in Second Language Learning

Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide language teaching, which are the principle of tolerance ambiguity and the principle of active selection. And teachers should try to cultivate the students＇ cognitive learning style of inference, guessing, and association. In this way the students＇ communicative competence of using L2 will be improved.

An Analysis of Tolerance of Ambiguity in Second Language Learning

In the second language learning,English learners have to face many unavoidable psychological problems,especially the tolerance of ambiguity which plays a vital role in the final result of learning.Traditionally,ambiguity,which means more than two kinds of understandings,is regarded to hindering a learner from making progress.However,based on the cognitive theory,the paper points out that language learning is a moving process from states of doubt and ambiguity to certainty and the tolerance of ambiguity is just the sign of language learning development.The paper also tries to analyze the causes of tolerance of ambiguity from cognitive learning style,learners’strategies,and self-concern factors.According to the English teaching conditions in China,the balance of tolerance of ambiguity is proposed in order to gain the ideal learning.

The Exploration of Individual Differences in Second Language Learning

This paper mainly focuses on the influence of age and motivation in second language learning.Based on the theories of individual differences and an interview analysis,results obtained in this research include three aspects.Firstly,it is better to start a second language at an earlier age.Secondly,integrative motivation weighs more in the long-term success when learning a second language.Thirdly,creating better English environments is essential in EFL schools.

A Complexity Theory Perspective on the Dynamics of Second Language Learning Strategies and the Theoretical Implications

This paper presents a qualitative study to investigate the dynamics in second language(L2)learning strategies under the guidance of the complexity theory.A group of Chinese undergraduate students studying at an international university in Thailand were selected as the research participants.Research instruments include interviews,observations,records of participants’on-line chat and posts,and a research journal.The research findings indicate that the changes in the participants’strategies for learning English exhibit typical features of the complex system.The study will provide implications for probing into the nature of L2 strategy and for applying complexity theory to future researches on L2 strategies.

Gender Disparity in Second Language Learning： Reality or Illusion？

The paper draws a comparison between female and male students＇ language learning capabilities in the backdrop of age-old idea that males are better than females in language learning on the one hand, and some recent study findings indicating females＇ superiority over males on the other. To this end, 43 female and 80 male higher secondary students＇ 468 answer scripts of their regular English exams were collected. For the traditional question pattern, the collected data could measure only ＂remembering＂ and ＂understanding＂ of the examinees. Therefore, the students were compared only on the basis of these two lowest levels of Bloom＇s taxonomy. The participants were of same age, studying at the same level （Grade 11）, and were taught by the same teacher. The study finds that if other variables remain the same, there is no essential difference between male and female regarding learning English as a second language.

SECOND LANGUAGE LEARNING:CONSCIOUS OR UNCONSCIOUS?

In second language teaching methodology, 'real-life' communicative use of language has long receivedmuch attention and conscious learning is thus more or less supposed to be irrelevant. SL learning should belargely unconscious, just as a child learns his native language. However, many SL researchers and teachersdoubt the unconscious learning. This article suggests that while for young children SL learning undercommunicative naturalistic condition may be favorable, consciousness may be more beneficial for adults due totheir intellectual maturity and richer experience.

LEARNING THEORIES AND SECOND LANGUAGE LEARNING

This article critically examines three most influential learning theories that underlie the instruction and learning environments in second language learning (SLL). Evaluation follows the description of each theory. The point is to understand the impacts of different theories on second language learning. The paper argues that an integrated approach, which combines the three theories, is needed.

On the Role of Noticing in Second Language Acquisition and Learning

Apparent discrepancy exists between Schmidt's Noticing Hypothesis and Krashen's Input Hypothesis. Whilst Krashen highlights the importance of comprehensible input and asserts that language is acquired unconciously, the notion of conscious learning has gained wide support from Schmidt and other researchers. They argue that noticing enhances second language development as one crucial level of consciousness. By reviewing the theoretical constructs that underlie the role of noticing, this paper aims to justify the role of noticing as one crucial level of consciousness in enhancing second language learning.

The Role of Societal and Contextual Factors in Second Language Learning Motivation:A Perspective from Tertiary Students in Pakistan

In recent years, SLA and L2 learning motivation have received extensive attention of researchers and teachers across the globe but the issue remains underdeveloped and there are only some small-scale studies on this subject in Pakistan. Among different factors that affect L2 learning motivation, the current study focuses on exploring differences in L2 learning motivation by college type （private vs. public） and major subject of study （Arts vs. Sciences）. Analyzing the questionnaire data from 547 first year college students, the study singles out different situation-specific factors that account for variation in ESL learning motivation. Results indicate that private college students have a higher motivation level and better achievements in ESL learning as compared to public college students. Public college students have strong instrumental motivation while private college students show preferences for an ideal L2 self. L2 motivation does not differ a great deal between students with different subjects of study but there is a big gap in the achievement of both groups. Arts majors＇ motivation depends heavily on their attitude towards English while science majors are instrumentally motivated to learn English. We also discuss some possible reasons for the differences in motivation and implications of the study for ESL teachers and learners.

Anderson's Cognitive Theory and Learning Strategy Studies in Second Language Acquisition

Second language acquisition can not be understood without addressing the interaction between language and cognition. Cognitive theory can extend to describe learning strategies as complex cognitive skills. Theoretical developments in Anderson’s production systems cover a broader range of behavior than other theories, including comprehension and production of oral and written texts as well as comprehension, problem solving, and verbal learning.Thus Anderson’s cognitive theory can be served as a rationale for learning strategy studies in second language acquisition.

Motivation and Exposure in Language Learning

As one might expect, motivational theorists have attempted to explain motivation in different ways. This case study at-tempts to provide relevant evidence for the contribution of motivation in second language learning by looking at the success of Japa-nese study of an adult who learned Japanese at a later age 24, acquiring the target language over a 5-year period characterized bytotal exposure in Japan. The study shows that adult can still be successful to acquire second language if he is exposed to the envi-ronment and has strong motivation, and that the boundary of integrative motivation and instrumental motivation is not necessarilyclear-cut completely.

Second Language Repertoires Reflecting on Teaching IsiXhosa to Medical Students

The Language Policy for Higher Education （2002） and University of Cape Town＇s Language Plan （2001） suggest that language is central to our social and academic engagement at every level： to our communication with those around us, to our learning, and to our identities. The purpose of this paper is to show how the medical school, after making progress towards implementing the University of Cape Town＇s Language Plan of 2001, is compelled to encourage isiXhosa language developers to develop the necessary and relevant vocabulary responding to the needs of the target users. In some cases, there is a need to adopt terms that are already available and being used by the speech community to align them in the curriculum. Research conducted by analyzing field notes, having plenary discussions with students, observations during clinical practice, reflecting on the curriculum and study materials material. Results indicated the significance of teaching isiXhosa drawing from the medical jargon understood amongst patients, doctors, and nurses. This paper discusses the status enjoyed by isiXhosa to date, language teaching and teaching matters pertaining to isiXhosa, and reflection on whether there is benefit in learning isiXhosa.

Differences between the Characteristics of Adults and Children as Second/Foreign Language Learners

In this paper, the author will mainly focus on analysis about the differences between characteristics of older learners and young learners in learning second/foreign language.

Learning strategies training in classroom teaching

In contemporary English teaching, the study of English learning strategies has become one of the main concerns in teachers＇ teaching and research processes. The necessity of implementation of learning strategies training in the field of English teaching practice still remains disputable. This essay first introduces the different reactions towards the field; then advances the idea of combining English teaching strategies with English learning strategies attempting the implementation of learning strategies training in the classroom teaching. Finally, some thinking produced in the process of practicing the strategies training is raised to reexamine this teaching mode.

Motivation and Demotivation in L2 Learning

Motivation has been regarded as one of the most important factors in the process of second language leaming in recent years. This paper aims to find out the motivation intensity in students＇ language leaming and why some students become demotivated in the learning process. According to the study, the reasons why some motivated students become demotivated are multifaceted. But we found teachers played an important role in this process. Most students depend greatly on their teachers to motivate them. So teachers should attach more importance in this field and try to find out ways to maintain the high motivation and create situations to make students become more motivated.

Perceptions of Chinese College Students＇ Motivations for Learning Oral English

This paper explores Chinese college students＇ motivation for learning oral English, which is normally considered as an important factor contributing to learners＇ speaking proficiency in Second Language Learning. The theoretical studies on motivation in Second Language Learning are firstly reviewed. Based on the literature review, Chinese college students＇ motivation in oral English learning is examined in terms of the Chinese context. Finally, five specific helpful strategies are put forward to facilitate students＇ optimal oral English learning.