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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Components of Language01:24

Components of Language

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Language01:16

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Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
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Language and Cognition01:27

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Affective Mobile Language Tutoring System for Supporting Language Learning.

Chih Hung Wu1, Hao-Chiang Koong Lin2, Tao-Hua Wang3

  • 1Department of Digital Content and Technology, National Taichung University of Education, Taichung, Taiwan.

Frontiers in Psychology
|April 11, 2022
PubMed
Summary
This summary is machine-generated.

This study introduces an affective mobile language tutoring system (AMLTS) to improve Japanese language learning. The AMLTS enhances learner engagement, performance, and positive emotions through affective interaction and asynchronous discussion.

Keywords:
asynchronous discussion forumcollaborative learningemotionlearning performancemobile affective tutoring systemusability

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Area of Science:

  • Educational Technology
  • Second Language Acquisition
  • Affective Computing

Background:

  • Second language learning often involves student difficulties and negative emotions.
  • Affective tutoring systems (ATS) can detect learner affect to enhance educational outcomes.
  • Mobile learning offers a flexible platform for language education.

Purpose of the Study:

  • To design and evaluate an innovative Affective Mobile Language Tutoring System (AMLTS) for Japanese language learning.
  • To investigate the impact of AMLTS, incorporating a virtual emotion agent and asynchronous discussion, on learner performance and emotions.
  • To assess the usability of the AMLTS for foreign language acquisition.

Main Methods:

  • A triangulation method was employed to examine the effects of the AMLTS.
  • The AMLTS featured a virtual emotion agent to interact with users and record emotional data, assessments, and interactions.
  • Two experiments (prototype and final evaluation) were conducted with 63 beginner Japanese language learners.

Main Results:

  • The AMLTS affective interaction design significantly improved learner engagement and performance.
  • Students demonstrated deepened understanding, clearer comprehension, and positive emotional experiences.
  • Emotion feedback analysis indicated enhanced learning processes and peer interaction.

Conclusions:

  • The proposed AMLTS is effective in improving learner engagement and performance in Japanese language learning.
  • The system fosters positive emotions and deeper understanding through affective interaction.
  • The AMLTS demonstrates good usability for foreign language acquisition.