Individual variation in second-language acquisition: Difference between revisions

Revision as of 22:05, 18 December 2018

Revision as of 21:27, 27 January 2019

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Different learning strategies have been evaluated and tested to determine the efficacy of their methods.{{cn|date=December 2018}}

A strategy that was found effective with English speaking Chinese learners was the use of a virtual environment. A virtual environment consists of a digital world in which a person may experience whatever is programmed. A virtual environment was created using the online virtual world known as Second Life, where the users could interact with objects, learning the words and sounds simultaneously.<ref name=":1">{{cite journal |last1=Lan |first1=Yu-Ju |last2=Fang |first2=Shin-Yi |last3=Legault |first3=Jennifer |last4=Li |first4=Ping |title=Second language acquisition of Mandarin Chinese vocabulary: context of learning effects |journal=Educational Technology Research and Development |date=May 29, 2015 |volume=63 |issue=5 |page=671-690 |doi=10.1007/s11423-015-9380-y}}</ref> This learning strategy was found to be significantly more effective than traditional methods of displaying solely an image and sound.<ref name=":1" /> A similar study was done immersing Chinese learners in a virtual environment and found visualization of the objects increased the learning proficiency and scores on the proficiency test.<ref>{{Cite journal|last=Hsiao|first=Indy Y. T.|last2=Lan|first2=Yu-Ju|last3=Kao|first3=Chia-Ling|last4=Li|first4=Ping|date=2017|title=Visualization Analytics for Second Language Vocabulary Learning in Virtual Worlds|url=httphttps://www.jstor.org/stable/90002172|journal=Journal of Educational Technology & Society|volume=20|issue=2|pages=161–175}}</ref> The results of the two studies suggest an advantage when using a virtual environment juxtaposed to traditional methods among Chinese learners.{{cn|date=December 2018}}

==Affective factors==