Achieving Success in Second Language Acquisition

Abstract

This clear and informative textbook is designed to help the student achieve optimal success as a language learner and user. Aimed at beginning to intermediate undergraduates and above, it teaches students to understand their own preferences in learning, to develop individual learning plans and approaches, and to select appropriate learning strategies. The authors - all leading experts in language teaching - base their advice on theories of learning, cognition, and memory, concepts which they explain in simple and accessible terms. The book is divided into three sections - learning, language, and communication - and provides students with communicative strategies for use in real-life interaction with native speakers. Each chapter contains an overview and review section, with learning activities that students can carry out by themselves, in groups, or in the classroom. Equally suitable for use both by individuals and as a class text, this book will become an invaluable resource for all language learners.

An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning

“…Ehrman and Oxford () reported that less successful learners randomly use various strategies, while more successful learners systematically use specific strategies for specific tasks. This replicates aspects of a curvilinear pattern commonly found by L2 strategy researchers using the SILL: Advanced learners use fewer strategies than intermediate learners, advanced learners use a subset of their former strategies, and advanced learners use their select strategies in new, creative ways that relate to the complexities of advanced language learning (Green & Oxford, ; Hong–Nam & Leavell, ; Leaver, ; Oxford, ) . Research focused on reading skills has also shown the importance of using an effective subset of strategies (Kember & Gow, ).…”

Language Use in Six Study Abroad Programs: An Exploratory Analysis of Possible Predictors

“…They have argued that these factors influence a learner's willingness to take risks and interact in the L2 (Naiman, Fröhlich, Stern, & Todesco, 1978, ; Oxford & Erhman, ; Rubin, ). Early researchers predicted extraverts to be better language learners (as they may be more linguistically active both in and out of the classroom) but introverts can be equally effective, though they may take different routes (Leaver, Ehrman, & Shekhtman, ). Though introverts may take more time before jumping in to conversations, this does not mean that they do not participate actively when opportunities arise.…”

Ego boundaries and attainments in FL pronunciation

“…They have been gathered and displayed in the table below. Ehrman, 1993Ehrman, , 1996Ehrman, , 1999Hartmann, 1991;Leaver et al, 2005) Thin ego boundary learners…”