The Humanistic Basis of Second Language Learning

Lehmann, Winfred P.; Jones, Randall L.

doi:10.1177/0002716287490001014

Cited by 2 publications

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“…Hatch, 1978;Long, 1981Long, , 1996Swain, 1985;Lehman & Jones, 1987). What one needs to do in research is to show how these issues are and become the social reality of language learning situations.…”

Section: Interactivities: An Area For Language Learning Researchmentioning

confidence: 99%

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Majlesi¹

2014

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This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable. Learnables are introduced in planned or less planned classroom activities, either in passing, while continuing the current main activity, or in side-sequences. In these activities, teachers and students not only talk, but also use other embodied resources (e.g. pointing) or available artifacts (e.g. worksheets) to highlight linguistic learnables. Teachers and students use these resources for achieving and maintaining intersubjectivity as well as contributing learnables to the interactivities. Through manifest embodied practices, abstract linguistic learnables become objectified, and knowledge about them gets organized in and through joint co-operative activities.

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Section: Interactivities: An Area For Language Learning Researchmentioning

confidence: 99%

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Majlesi¹

2014

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“…It is also mentioned that age, intelligence, anxiety, personality and even age also play an important role. (Gardner, 1960;Lehmann & Jones, 1987, Hashwani, 2008; Abidin, Pour-Mohhamadi, & Alzwari, 2012). It is mentioned that one of the most crucial factors that give significant influence in language learning is students' attitudes.…”

Section: Introductionmentioning

confidence: 99%

Student Attitude Towards English Language Learning in an Urban Senior High School in Batu: A Survey

Qimmahtum¹,

Khairy²,

Swandari³

2023

KSS

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This study aimed to investigate urban students’ attitudes toward English learning. This study uses a quantitative method by giving an online questionnaire using Likert scales. The questionnaire focused on two aspects of attitude: BALLI by Hortwitz (1988) and Attitude towards English Language Learning by Sudirman and Huzairin (2017). 42 students from Islamic Senior High School in Batu, East Java, Indonesia were the participants of this study. The results of this study found that the students generally had a positive attitude toward English language learning. However, a unique pattern shows a duality where the students are anxious to speak English, but they also consider making mistakes as a part of learning. The students also felt that English is important to foster their interest in the language and encourage them to learn more. Keywords: Attitudes, Urban school, English language Learning

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The Humanistic Basis of Second Language Learning

Cited by 2 publications

References 0 publications

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Student Attitude Towards English Language Learning in an Urban Senior High School in Batu: A Survey

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