research topics on language acquisition

• Architecture and Design
• Asian and Pacific Studies
• Business and Economics
• Classical and Ancient Near Eastern Studies
• Computer Sciences
• Cultural Studies
• Engineering
• General Interest
• Geosciences
• Industrial Chemistry
• Islamic and Middle Eastern Studies
• Jewish Studies
• Library and Information Science, Book Studies
• Life Sciences
• Linguistics and Semiotics
• Literary Studies
• Materials Sciences
• Mathematics
• Social Sciences
• Sports and Recreation
• Theology and Religion
• Publish your article
• The role of authors
• Promoting your article
• Abstracting & indexing
• Publishing Ethics
• Why publish with De Gruyter
• How to publish with De Gruyter
• Our book series
• Our subject areas
• Your digital product at De Gruyter
• Contribute to our reference works
• Product information
• Tools & resources
• Product Information
• Promotional Materials
• Orders and Inquiries
• FAQ for Library Suppliers and Book Sellers
• Repository Policy
• Free access policy
• Open Access agreements
• Database portals
• For Authors
• Customer service
• People + Culture
• Journal Management
• How to join us
• Working at De Gruyter
• Mission & Vision
• De Gruyter Foundation
• De Gruyter Ebound
• Our Responsibility
• Partner publishers

Your purchase has been completed. Your documents are now available to view.

Key Topics in Second Language Acquisition

• Vivian Cook and David Singleton
• X / Twitter

Please login or register with De Gruyter to order this product.

• Language: English
• Publisher: Multilingual Matters
• Copyright year: 2014
• Main content: 168
• Published: April 2, 2014
• ISBN: 9781783091812

Key Topics in Second Language Acquisition

Author: vivian cook , david singleton.

Request an inspection copy

This textbook offers an introductory overview of eight hotly-debated topics in second language acquisition research. It offers a glimpse of how SLA researchers have tried to answer common questions about second language acquisition rather than being a comprehensive introduction to SLA research. Each chapter comprises an introductory discussion of the issues involved and suggestions for further reading and study. The reader is asked to consider the issues based on their own experiences, thus allowing them to compare their own intuitions and experiences with established research findings and gain an understanding of methodology. The topics are treated independently so that they can be read in any order that interests the reader.

The topics in question are:

• how different languages connect in the mind;

• whether there is a best age for learning a second language;

• the importance of grammar in acquiring and using a second language;

• how the words of a second language are acquired;

• how people learn to write in a second language;

• how attitude and motivation help in learning a second language;

• the usefulness of second language acquisition research for language teaching;

• the goals of language teaching.

This excellent volume offers a clear and engaging description of central topics in second language acquisition research, and highlights the connection between research findings, formal and informal learning contexts, and teaching practices. I have no doubt that this volume will soon become an invaluable resource for teachers and students alike. This book provides a welcome, very readable introduction to second language learning, angled at university students as well as those with a general interest in the subject. It is also very teacher-friendly. Readers will not only be suitably informed but will also find plenty to intrigue them about language and its acquisition. Vibrant, prescient, honest, enjoyable… such is the view of SLA that Cook and Singleton have crafted in this unmatchable book! The palette of 8 topics covers yet transcends the box of traditional SLA and the wealth of interactive illustrations fully situates adult language acquisition in present-day realities. A must-own SLA title. Cook and Singleton's book succinctly addresses many pressing questions asked by both novices and experts in the field of SLA and could be a useful tool in an introductory SLA course. LINGUIST List 25.5116 (2014) This book constitutes a prime example of a well-written introduction to the undoubtedly highly complex, interdisciplinary and multifaceted domain of second language acquisition research, being at the same time accessible, readable and simply engaging. Studies in Second Language Learning and Teaching, SSLLT 4 (4). 2014. 719-723

Vivian Cook is Emeritus Professor, Newcastle University, UK. He has been researching in the fields of second language acquisition and writing systems for over 45 years and was founding President of the European Second Language Association (EUROSLA).

David Singleton is Professor, University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland. He has published widely on second language acquisition, multilingualism and lexicology and is the series editor for the SLA series published by Multilingual Matters.

Introduction

1. How do Different Languages Connect in our Minds?

2. Is there a Best Age for Learning a Second Language?

3. How do People Acquire the Words of a Second Language?

4. How Important is Grammar in Acquiring and Using a Second Language?

5. How do People Learn to Write in a Second Language?

6. How do Attitude and Motivation Help in Learning a Second Language?

7. How Useful is Second Language Acquisition Research for Language Teaching?

8. What are the Goals of Language Teaching?

Sign up for new book email alerts

Download our catalogue, follow us on social media, information for….

• Trade Customers

Browse by category

Main categories.

• Anthropology
• Bilingualism
• Bilingual Education
• Creative Writing Studies
• Language Acquisition
• Language Education
• Language Planning
• Language and Identity
• Language and Politics
• Literacy and Multiliteracies
• Multilingualism
• Psycholinguistics
• Sociolinguistics
• Tourism Studies
• Translation and Interpreting
• Writing and Publishing

• How It Works
• PhD thesis writing
• Master thesis writing
• Bachelor thesis writing
• Dissertation writing service
• Dissertation abstract writing
• Thesis proposal writing
• Thesis editing service
• Thesis proofreading service
• Thesis formatting service
• Coursework writing service
• Research paper writing service
• Architecture thesis writing
• Computer science thesis writing
• Engineering thesis writing
• History thesis writing
• MBA thesis writing
• Nursing dissertation writing
• Psychology dissertation writing
• Sociology thesis writing
• Statistics dissertation writing
• Buy dissertation online
• Write my dissertation
• Cheap thesis
• Cheap dissertation
• Custom dissertation
• Dissertation help
• Pay for thesis
• Pay for dissertation
• Senior thesis
• Write my thesis

211 Research Topics in Linguistics To Get Top Grades

Many people find it hard to decide on their linguistics research topics because of the assumed complexities involved. They struggle to choose easy research paper topics for English language too because they think it could be too simple for a university or college level certificate.

All that you need to learn about Linguistics and English is sprawled across syntax, phonetics, morphology, phonology, semantics, grammar, vocabulary, and a few others. To easily create a top-notch essay or conduct a research study, you can consider this list of research topics in English language below for your university or college use. Note that you can fine-tune these to suit your interests.

Linguistics Research Paper Topics

If you want to study how language is applied and its importance in the world, you can consider these Linguistics topics for your research paper. They are:

• An analysis of romantic ideas and their expression amongst French people
• An overview of the hate language in the course against religion
• Identify the determinants of hate language and the means of propagation
• Evaluate a literature and examine how Linguistics is applied to the understanding of minor languages
• Consider the impact of social media in the development of slangs
• An overview of political slang and its use amongst New York teenagers
• Examine the relevance of Linguistics in a digitalized world
• Analyze foul language and how it’s used to oppress minors
• Identify the role of language in the national identity of a socially dynamic society
• Attempt an explanation to how the language barrier could affect the social life of an individual in a new society
• Discuss the means through which language can enrich cultural identities
• Examine the concept of bilingualism and how it applies in the real world
• Analyze the possible strategies for teaching a foreign language
• Discuss the priority of teachers in the teaching of grammar to non-native speakers
• Choose a school of your choice and observe the slang used by its students: analyze how it affects their social lives
• Attempt a critical overview of racist languages
• What does endangered language means and how does it apply in the real world?
• A critical overview of your second language and why it is a second language
• What are the motivators of speech and why are they relevant?
• Analyze the difference between the different types of communications and their significance to specially-abled persons
• Give a critical overview of five literature on sign language
• Evaluate the distinction between the means of language comprehension between an adult and a teenager
• Consider a native American group and evaluate how cultural diversity has influenced their language
• Analyze the complexities involved in code-switching and code-mixing
• Give a critical overview of the importance of language to a teenager
• Attempt a forensic overview of language accessibility and what it means
• What do you believe are the means of communications and what are their uniqueness?
• Attempt a study of Islamic poetry and its role in language development
• Attempt a study on the role of Literature in language development
• Evaluate the Influence of metaphors and other literary devices in the depth of each sentence
• Identify the role of literary devices in the development of proverbs in any African country
• Cognitive Linguistics: analyze two pieces of Literature that offers a critical view of perception
• Identify and analyze the complexities in unspoken words
• Expression is another kind of language: discuss
• Identify the significance of symbols in the evolution of language
• Discuss how learning more than a single language promote cross-cultural developments
• Analyze how the loss of a mother tongue affect the language Efficiency of a community
• Critically examine how sign language works
• Using literature from the medieval era, attempt a study of the evolution of language
• Identify how wars have led to the reduction in the popularity of a language of your choice across any country of the world
• Critically examine five Literature on why accent changes based on environment
• What are the forces that compel the comprehension of language in a child
• Identify and explain the difference between the listening and speaking skills and their significance in the understanding of language
• Give a critical overview of how natural language is processed
• Examine the influence of language on culture and vice versa
• It is possible to understand a language even without living in that society: discuss
• Identify the arguments regarding speech defects
• Discuss how the familiarity of language informs the creation of slangs
• Explain the significance of religious phrases and sacred languages
• Explore the roots and evolution of incantations in Africa

Sociolinguistic Research Topics

You may as well need interesting Linguistics topics based on sociolinguistic purposes for your research. Sociolinguistics is the study and recording of natural speech. It’s primarily the casual status of most informal conversations. You can consider the following Sociolinguistic research topics for your research:

• What makes language exceptional to a particular person?
• How does language form a unique means of expression to writers?
• Examine the kind of speech used in health and emergencies
• Analyze the language theory explored by family members during dinner
• Evaluate the possible variation of language based on class
• Evaluate the language of racism, social tension, and sexism
• Discuss how Language promotes social and cultural familiarities
• Give an overview of identity and language
• Examine why some language speakers enjoy listening to foreigners who speak their native language
• Give a forensic analysis of his the language of entertainment is different to the language in professional settings
• Give an understanding of how Language changes
• Examine the Sociolinguistics of the Caribbeans
• Consider an overview of metaphor in France
• Explain why the direct translation of written words is incomprehensible in Linguistics
• Discuss the use of language in marginalizing a community
• Analyze the history of Arabic and the culture that enhanced it
• Discuss the growth of French and the influences of other languages
• Examine how the English language developed and its interdependence on other languages
• Give an overview of cultural diversity and Linguistics in teaching
• Challenge the attachment of speech defect with disability of language listening and speaking abilities
• Explore the uniqueness of language between siblings
• Explore the means of making requests between a teenager and his parents
• Observe and comment on how students relate with their teachers through language
• Observe and comment on the communication of strategy of parents and teachers
• Examine the connection of understanding first language with academic excellence

Language Research Topics

Numerous languages exist in different societies. This is why you may seek to understand the motivations behind language through these Linguistics project ideas. You can consider the following interesting Linguistics topics and their application to language:

• What does language shift mean?
• Discuss the stages of English language development?
• Examine the position of ambiguity in a romantic Language of your choice
• Why are some languages called romantic languages?
• Observe the strategies of persuasion through Language
• Discuss the connection between symbols and words
• Identify the language of political speeches
• Discuss the effectiveness of language in an indigenous cultural revolution
• Trace the motivators for spoken language
• What does language acquisition mean to you?
• Examine three pieces of literature on language translation and its role in multilingual accessibility
• Identify the science involved in language reception
• Interrogate with the context of language disorders
• Examine how psychotherapy applies to victims of language disorders
• Study the growth of Hindi despite colonialism
• Critically appraise the term, language erasure
• Examine how colonialism and war is responsible for the loss of language
• Give an overview of the difference between sounds and letters and how they apply to the German language
• Explain why the placement of verb and preposition is different in German and English languages
• Choose two languages of your choice and examine their historical relationship
• Discuss the strategies employed by people while learning new languages
• Discuss the role of all the figures of speech in the advancement of language
• Analyze the complexities of autism and its victims
• Offer a linguist approach to language uniqueness between a Down Syndrome child and an autist
• Express dance as a language
• Express music as a language
• Express language as a form of language
• Evaluate the role of cultural diversity in the decline of languages in South Africa
• Discuss the development of the Greek language
• Critically review two literary texts, one from the medieval era and another published a decade ago, and examine the language shifts

Linguistics Essay Topics

You may also need Linguistics research topics for your Linguistics essays. As a linguist in the making, these can help you consider controversies in Linguistics as a discipline and address them through your study. You can consider:

• The connection of sociolinguistics in comprehending interests in multilingualism
• Write on your belief of how language encourages sexism
• What do you understand about the differences between British and American English?
• Discuss how slangs grew and how they started
• Consider how age leads to loss of language
• Review how language is used in formal and informal conversation
• Discuss what you understand by polite language
• Discuss what you know by hate language
• Evaluate how language has remained flexible throughout history
• Mimicking a teacher is a form of exercising hate Language: discuss
• Body Language and verbal speech are different things: discuss
• Language can be exploitative: discuss
• Do you think language is responsible for inciting aggression against the state?
• Can you justify the structural representation of any symbol of your choice?
• Religious symbols are not ordinary Language: what are your perspective on day-to-day languages and sacred ones?
• Consider the usage of language by an English man and someone of another culture
• Discuss the essence of code-mixing and code-switching
• Attempt a psychological assessment on the role of language in academic development
• How does language pose a challenge to studying?
• Choose a multicultural society of your choice and explain the problem they face
• What forms does Language use in expression?
• Identify the reasons behind unspoken words and actions
• Why do universal languages exist as a means of easy communication?
• Examine the role of the English language in the world
• Examine the role of Arabic in the world
• Examine the role of romantic languages in the world
• Evaluate the significance of each teaching Resources in a language classroom
• Consider an assessment of language analysis
• Why do people comprehend beyond what is written or expressed?
• What is the impact of hate speech on a woman?
• Do you believe that grammatical errors are how everyone’s comprehension of language is determined?
• Observe the Influence of technology in language learning and development
• Which parts of the body are responsible for understanding new languages
• How has language informed development?
• Would you say language has improved human relations or worsened it considering it as a tool for violence?
• Would you say language in a black populous state is different from its social culture in white populous states?
• Give an overview of the English language in Nigeria
• Give an overview of the English language in Uganda
• Give an overview of the English language in India
• Give an overview of Russian in Europe
• Give a conceptual analysis on stress and how it works
• Consider the means of vocabulary development and its role in cultural relationships
• Examine the effects of Linguistics in language
• Present your understanding of sign language
• What do you understand about descriptive language and prescriptive Language?

List of Research Topics in English Language

You may need English research topics for your next research. These are topics that are socially crafted for you as a student of language in any institution. You can consider the following for in-depth analysis:

• Examine the travail of women in any feminist text of your choice
• Examine the movement of feminist literature in the Industrial period
• Give an overview of five Gothic literature and what you understand from them
• Examine rock music and how it emerged as a genre
• Evaluate the cultural association with Nina Simone’s music
• What is the relevance of Shakespeare in English literature?
• How has literature promoted the English language?
• Identify the effect of spelling errors in the academic performance of students in an institution of your choice
• Critically survey a university and give rationalize the literary texts offered as Significant
• Examine the use of feminist literature in advancing the course against patriarchy
• Give an overview of the themes in William Shakespeare’s “Julius Caesar”
• Express the significance of Ernest Hemingway’s diction in contemporary literature
• Examine the predominant devices in the works of William Shakespeare
• Explain the predominant devices in the works of Christopher Marlowe
• Charles Dickens and his works: express the dominating themes in his Literature
• Why is Literature described as the mirror of society?
• Examine the issues of feminism in Sefi Atta’s “Everything Good Will Come” and Bernadine Evaristos’s “Girl, Woman, Other”
• Give an overview of the stylistics employed in the writing of “Girl, Woman, Other” by Bernadine Evaristo
• Describe the language of advertisement in social media and newspapers
• Describe what poetic Language means
• Examine the use of code-switching and code-mixing on Mexican Americans
• Examine the use of code-switching and code-mixing in Indian Americans
• Discuss the influence of George Orwell’s “Animal Farm” on satirical literature
• Examine the Linguistics features of “Native Son” by Richard Wright
• What is the role of indigenous literature in promoting cultural identities
• How has literature informed cultural consciousness?
• Analyze five literature on semantics and their Influence on the study
• Assess the role of grammar in day to day communications
• Observe the role of multidisciplinary approaches in understanding the English language
• What does stylistics mean while analyzing medieval literary texts?
• Analyze the views of philosophers on language, society, and culture

English Research Paper Topics for College Students

For your college work, you may need to undergo a study of any phenomenon in the world. Note that they could be Linguistics essay topics or mainly a research study of an idea of your choice. Thus, you can choose your research ideas from any of the following:

• The concept of fairness in a democratic Government
• The capacity of a leader isn’t in his or her academic degrees
• The concept of discrimination in education
• The theory of discrimination in Islamic states
• The idea of school policing
• A study on grade inflation and its consequences
• A study of taxation and Its importance to the economy from a citizen’s perspectives
• A study on how eloquence lead to discrimination amongst high school students
• A study of the influence of the music industry in teens
• An Evaluation of pornography and its impacts on College students
• A descriptive study of how the FBI works according to Hollywood
• A critical consideration of the cons and pros of vaccination
• The health effect of sleep disorders
• An overview of three literary texts across three genres of Literature and how they connect to you
• A critical overview of “King Oedipus”: the role of the supernatural in day to day life
• Examine the novel “12 Years a Slave” as a reflection of servitude and brutality exerted by white slave owners
• Rationalize the emergence of racist Literature with concrete examples
• A study of the limits of literature in accessing rural readers
• Analyze the perspectives of modern authors on the Influence of medieval Literature on their craft
• What do you understand by the mortality of a literary text?
• A study of controversial Literature and its role in shaping the discussion
• A critical overview of three literary texts that dealt with domestic abuse and their role in changing the narratives about domestic violence
• Choose three contemporary poets and analyze the themes of their works
• Do you believe that contemporary American literature is the repetition of unnecessary themes already treated in the past?
• A study of the evolution of Literature and its styles
• The use of sexual innuendos in literature
• The use of sexist languages in literature and its effect on the public
• The disaster associated with media reports of fake news
• Conduct a study on how language is used as a tool for manipulation
• Attempt a criticism of a controversial Literary text and why it shouldn’t be studied or sold in the first place

Finding Linguistics Hard To Write About?

With these topics, you can commence your research with ease. However, if you need professional writing help for any part of the research, you can scout here online for the best research paper writing service.

There are several expert writers on ENL hosted on our website that you can consider for a fast response on your research study at a cheap price.

As students, you may be unable to cover every part of your research on your own. This inability is the reason you should consider expert writers for custom research topics in Linguistics approved by your professor for high grades.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Comment * Error message

Name * Error message

Email * Error message

Save my name, email, and website in this browser for the next time I comment.

As Putin continues killing civilians, bombing kindergartens, and threatening WWIII, Ukraine fights for the world's peaceful future.

Ukraine Live Updates

Scientists decode orangutan communication using machine learning

New research reveals how male orangutans differ in their calls, offering new insights into their intelligence, by matthew rozsa.

Wendy Erb has spent countless hours studying orangutans in Borneo's tropical peatland forests in order to learn how male Bornean orangutans ( Pongo pygmaeus wurmbii ) communicate. While doing so, she discovered one undeniable advantage of understanding orangutan language: When the males decide to show off their strength by uprooting nearby trees, nearby scientists need to be careful to not get smooshed.

"I often wonder which of these snag crashes are directed at neighboring orangutans and which of them might be a message for us to give these guys some space!"

"Orangutans have extraordinary strength and big males have a penchant for finding standing dead trees and shaking, pushing or pulling them until they topple in a tremendous (and impressive) crash," Erb told Salon. "Orangutan researchers thus need to stay quite vigilant while these giants move through the canopy, as these falling trees can present a real hazard to us mortal bipeds. Though sometimes we fail to note a nearby dead tree when the males are making their evening nests, these males never miss a chance to show off their feats of strength."

Because Erb and her colleagues don't know orangutanese, so to speak, they cannot know if these males ever attempted to warn them while they figuratively and literally flexed their muscles. Yet perhaps one day they will, because in a recent study published today in the journal PeerJ Life & Environment , both the Cornell University tropical field and behavioral ecologist and her peers reveal orangutans have tremendous vocal complexity while calling to each other from long distances.

The researchers set out to learn how many different sound types exist within orangutan long calls, how can they be distinguished and the extent to which they are graded. They observed the calls of 13 male orangutans and were careful not to disturb them. Armed with audio analytic techniques including machine learning, they found that orangutan long calls include only two to four loosely differentiated sound types. Within those sound types, the orangutans produce a divers spectrum of intermediate types which yield sounds capable of being combined into various sequences within a single vocalization.

We need your help to stay independent

This study confirms orangutans possess sophisticated communication abilities, putting them on par with other primates like chimpanzees . At the same time, this paper only scratches the surface in terms of grasping the full intricacy of orangutan communications.

"While vocal complexity is an important concept in animal communication – thought to be shaped by animals’ social and physical environments – we are lacking a unifying framework for quantifying complexity," Erb said. "For species like orangutans, whose sounds fall along a ‘graded’ continuum, we don’t yet know how to interpret the apparently low number of ‘discrete’ sounds; however, we are fairly confident there is much complexity still to unpack in this great ape’s vocal system."

Want more health and science stories in your inbox? Subscribe to Salon's weekly newsletter Lab Notes .

"We still have a lot of work ahead to unpack this complexity and its significance in the evolution of animal communication systems."

By learning more about orangutan vocalizations, scientists could ultimately better understand how humans learned to speak. Every species develops its vocal complexity because of evolutionary influences such as sexual selection, the details of their habitats, their specific social structures and pressure from predators. For example, the authors write, "black-capped chickadee ( Poecile atricapillus ) groups, individuals flexibly increase the diversity of note types when they are in larger groups, presumably increasing the number of potential messages that can be conveyed."

Humans are able to create far more elaborate sounds that any other primate species, but there is still a direct link between how more primitive primates developed those abilities and how we did. For that to happen, however, scientists will first need to comprehend how the more "graded" vocalizations employed by animals like orangutans manage to effectively convey meaning.

"Our study points to the need to develop a comparative framework for quantifying and comparing complexity within and across species with such graded repertoires," Erb said. "We still have a lot of work ahead to unpack this complexity and its significance in the evolution of animal communication systems."

Researchers dream of a future in which humans can casually converse with orangutans, chimpanzees and other primates as easily as we do among each other. That day is no doubt very far in the future — but it will certainly be useful for future scientists like Erb, at least when they want to avoid being unintentional casualties of orangutan machismo.

"In the dark, it's much harder to assess which way the tree is going to fall, so we were quite lucky to have made it through these heart-pounding wake-up calls unscathed," Erb said. "I often wonder which of these snag crashes are directed at neighboring orangutans and which of them might be a message for us to give these guys some space!"

about primates

• Inner ear of extinct ape species is overlooked aspect of human bipedal evolution, study finds
• What a gorilla named Lia taught scientists about human facial expressions
• Monkeys are marvelous, but face a bleak future thanks to other primates: Humans

Matthew Rozsa is a staff writer at Salon. He received a Master's Degree in History from Rutgers-Newark in 2012 and was awarded a science journalism fellowship from the Metcalf Institute in 2022.

Related Topics ------------------------------------------

Related articles.

• Announcements

• Jurnal-El Badan Bahasa
• Focus & Scope
• Author Guidelines
• Online Submissions
• Reviewer Acknowledgement
• Editorial Team
• Publication Ethics
• Authorship Agreement
• Ethic statement
• Copyright statement
• Abstracting and Indexing
• Citedness in Scopus

• Other Journals

Pengembangan Bahan Ajar BIPA Daring Tingkat Pemula Rendah

The aim of this study is to develop Indonesian language teaching online materials as a Foreign Language (BIPA) which are suitable for beginner low level learners. This research is conducted in Malang in 2020. The procedure in this study uses the (Gall et al., 2007) . The characteristics of the product consist of thirteen lessons that are used for online BIPA learning. Each lesson is developed based on actual topics according to beginner low level learner needs. The actual topics cover introduction, campus, home, office, canteen, park, and market. The variety of Indonesian uses in this teaching material is communicative variety. In addition, this teaching material is equipped with English as an complementary language. Based on the use test on the aspects of content, language, and presentation order, it can be concluded that online BIPA teaching material for beginner low-level learners has high feasibility.

Penelitian ini bertujuan untuk menghasilkan bahan ajar Bahasa Indonesia bagi Penutur Asing (BIPA) daring yang memiliki kelayakan untuk digunakan bagi pebelajar tingkat pemula rendah. Penelitian ini dilakukan di Malang pada tahun 2020. Prosedur yang digunakan adalah model (Gall et al., 2007). Karakteristik bahan ajar yang dihasilkan terdiri atas tiga belas unit pelajaran yang digunakan untuk pembelajaran BIPA secara daring. Tiap unit pelajaran dikembangkan bertumpu pada topik aktual sesuai dengan kebutuhan pebelajar tingkat pemula rendah. Topik-topik aktual tersebut antara lain tentang perkenalan, kampus, rumah, kantor, kantin, taman, dan pasar. Ragam bahasa Indonesia yang digunakan dalam bahan ajar ini ragam komunikatif. Selain itu, bahan ajar ini difasilitasi bahasa bantu bahasa Inggris. Berdasarkan uji pakai terhadap aspek isi, bahasa, dan struktur penyajian dapat disimpulkan bahwa bahan ajar BIPA daring untuk pebelajar tingkat pemula rendah daring ini memiliki kelayakan tinggi. 

Arumdyahsari, S., Hs, W., & Susanto, G. (2017). Pengembangan Bahan Ajar Keterampilan Berbicara Bahasa Indonesia. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(3), 326-337.

https://doi.org/10.22219/KEMBARA.Vol3.No1.98-106

Astuti, W., & Bewe, N. (2020). Listening Learning of Indonesian gor Speakers of Other Languages (BIPA) for Academic Purposes. Journal of Education, Teaching, and Learning, 5(2), 401-408.

https://doi.org/10.26737/jetl.v5i2.1985

Budiana, N. B., Indrowaty, S. A., & Ambarastuti, R. D. (2018). Pengembangan Buku Teks BIPA Berbasis Multikulturalisme bagi Penutur Asing Tingkat Pemula. Diglossia: Jurnal Kajian Ilmiah Kebahasaan Dan Kesusastraan, 9(2), 108. https://doi.org/10.26594/diglossia.v9i2.1141

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/I.1.1

Choudhury, S., & Pattnaik, S. (2020). Emerging themes in e-learning: A review from the stakeholders' perspective. Computers and Education, 144, 103657.

https://doi.org/10.1016/j.compedu.2019.103657

Corbera, E., Anguelovski, I., Honey-Rosés, J., & Ruiz-Mallén, I. (2020). Academia in the Time of COVID-19: Towards an Ethics of Care. Planning Theory and Practice, 21(2), 191-199.

https://doi.org/10.1080/14649357.2020.1757891

Ellis, R. (1995). The Study of Second Language Acquisition. Oxford University Press.

Fariqoh, R. (2016). Pengembangan Bahan Ajar Membaca untuk Pembelajar Bahasa Indonesia Penutur Asing Tingkat Dasar. Riksa Bahasa, 2(2), 219-223.

Fatahillah, A. (2020). Pengembangan Bahan Ajar BIPA Tingkat Pemula (Beginner) di Songserm Wittaya Mulnithi Kuthao Hadyai Thailand. Jurnal Penelitian, Pendidikan, Dan Pembelajaran, 15(32).

G Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8. Utg.). AE Burvikovs, Red.). Pearson.

Hermanto, H. (2019). Pengembangan Bahan Ajar Berbicara Bahasa Indonesia Bagi Penutur Asing Tingkat Pemula Tinggi. Dinamika: Jurnal Ilmiah Ilmu Hukum, 25(15). http://riset.unisma.ac.id/index.php/jdh/article/view/4618

Indonesia, K. B. B. (2008). Departemen Pendidikan Nasional. Pusat Bahasa.

Lina Tiawati, refa. (2018). Indonesian Language Learning Planning for Foreigners (Bipa) for Beginners Level (Perencanaan Pembelajaran Bahasa Indonesia Bagi Penutur Asing (Bipa) Untuk Tingkat Pemula). Gramatika STKIP PGRI Sumatera Barat, 4(2).

https://doi.org/10.22202/jg.2018.v4i2.2732

Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Language Teaching, 39(3), 167-190.

https://doi.org/10.1017/S0261444806003557

Mbulu, J., & Suhartono. (2004). Pengembangan Bahan Ajar. Elang Mas.

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course 'forced' online due to the COVID-19 pandemic. Journal of Education for Teaching, 609-611.

https://doi.org/10.1080/02607476.2020.1755205

Morgan, H. (2020). Best Practices for Implementing Remote Learning during a Pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135-141.

https://doi.org/10.1080/00098655.2020.1751480

Muliastuti, L., & Camila, R. (2016). Sahabatku Indonesia A1. Badan Bahasa Kemendikbud.

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505.

https://doi.org/10.1080/13523260.2020.1761749

Murtianis, Andayani, & Rohmadi, M. (2019). Text Book As a Java Culture Recognıtıon Medıa in Indonesıan Learnıng For Foreıgn Speaker (BIPA) in Sebelas Maret University. International Journal of Educational Research Review, 427-434.

https://doi.org/10.24331/ijere.573944

Ningsih, S. (2020). Persepsi Mahasiswa Terhadap Pembelajaran Daring Pada Masa Pandemi Covid-19. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran, 7(2), 124-132.

https://doi.org/10.17977/um031v7i22020p124

Nuraeni, E. (2016). Pengembangan Bahan Ajar Membaca Bahasa Indonesia bagi Penutur Asing (BIPA) Berbasis Budaya Indonesia Tingkat Menengah di Indonesian Studies Program (ISP) MCE. Nosi, 4(2), 90-101.

Nurlina, L. (2017). Indonesian Speaking Learning Material Development Based on Central Java Cultural Values for Foreign Students. 109(Aecon), 160-163. https://doi.org/10.2991/aecon-17.2017.29

Nurlina, L., Andayani, Winarni, R., & Slamet, S. Y. (2017). Kebutuhan Pengembangan Bahan Ajar Menyimak Bermuatan Budaya Lokal Jawa Tengah untuk Pembelajaran BIPA. The 1st International Conference on Language, Literature and Teaching, 734-738.

Nurlina, L., & Israhayu, E. S. (2014). BIPA Learning Material Development for Empowering Thailand Students' Writing Competence. Educare, 7(1), 57-66.

Pangesti, F., & Wurianto, A. B. (2018). Pengembangan Bahan Ajar Bipa Berbasis Lintas Budaya Melalui Pendekatan Kontekstualkomunikatif. Jurnal Pendidikan Bahasa, 7(2), 342.

https://doi.org/10.31571/bahasa.v7i2.1015

Pranandari, N. (2013). Pengembangan Bahan Ajar Berbicara Bahasa Indonesia Bagi Penutur Asing Tingkat Pemula tinggi. Journal of Chemical Information and Modeling, 7(2).

Oztok, M., Zingaro, D., Brett, C., & Hewitt, J. (2013). Exploring asynchronous and synchronous tool use in online courses. Computers & Education, 60(1), 87-94.

https://doi.org/10.1016/j.compedu.2012.08.007

Rafferty, E., Barnard, E., & Suharni, L. (2014). Let's Speak Indonesian: Ayo Berbahasa Indonesia. NUS Press., Volume 2.

Ramadhani, R., Hs, W., & Harsiati, T. (2016). Pengembangan Bahan Ajar Keterampilan Berbicara Bahasa Indonesia Bagi Penutur Asing Tingkat Pemula. Jurnal Pendidikan - Teori, Penelitian, Dan Pengembangan, 1(3), 326-337.

Saddhono, K., Ridwan, M., Suherman, A., Anwar, K., & Putri, N. Q. H. (2020). The Development of Interactive E-book of Teaching Indonesian for Speaker of Other Language (TISOL) Containing Local Wisdom with Scientific-Thematic Approach. Journal of Physics: Conference Series, 1573(1). https://doi.org/10.1088/1742-6596/1573/1/012002

Sari, R., & Cahyani, D. D. (2020). Pengembangan Buku Ajar Bipa Untuk Tingkat Pemula Berbasis Kebutuhan Pemelajar. Indonesian Journal of Education and Learning, 4(1), 448-455. https://doi.org/10.31002/ijel.v4i1.3398

Seels, B., & Richey, R. (1994). instructional Technology : The Definition and Domains of The Field. AECT.

Siroj, M. B. (2018). The Development of Integrative Model for Indonesian Language Teaching Materials in ICT Based Socio Culture Studies for Intermediate non Native Speakers. International Journal of Linguistics, Literature and Translation, 1(3).

Sriwulandari, Y. A., & Ramadhani, A. A. (2018). Pengembangan Bahan Ajar Bipa Darmasiswa IKIP Budi Utomo Malang. Jurnal Ilmiah Ilmu Pendidikan, 1(3), 90-93.

Sudana, P. A. P., Paramarta, I. M. S., Paragae, I. P. N. S., & Utama, I. D. G. B. (2019). Developing Balinese Culture-Based Textbook for Intermediate Level BIPA Instruction. Advances in Social Science, Education and Humanities Research, 394, 74-80.

https://doi.org/10.2991/assehr.k.200115.013

Suher, R. P. H. (2017). Pengembangan Materi Ajar BIPA Melalui Budaya Lokal Jawa Timur. Elementary School Education Journal), 1(1), 48-56.

Suprihatin, A. (2015). Pengembangan Bahan Ajar Membaca Program Bahasa Indonesia Bagi Penutur Asing Tingkat Intermediate. Nosi, 3(3), 297-306. http://www.pbindoppsunisma.com/wp-content/uploads/2015/09/1.-Agnes-Suprihatin-297-306.pdf

Susanto, G., Anggari, P., Ramadhani, R. P., & Nisrina, D. (2020). Bahan Ajar BIPA Tingkat Dasar 1. MNC Publishing.

Susanto, G. (2008). Bahan Ajar BIPA Tingkat Pemula untuk Pebelajar Jepang. Tesis tidak diterbitkan. Malang:UPPS UM.

Susanto, Gatut. (2015). Prinsip Dan Teknik Mengajarkan Kosakata Bi Kepada Pebelajar Bipa. Diksi, 14(2), 179-186.

https://doi.org/10.21831/diksi.v14i2.6599

Susanto, Gatut, Suparmi, S., & Rahayu, E. Y. (2020). The Emotional Geography of International Students in Online Bahasa Indonesia Learning during the COVID-19 Pandemic Geografi Emosi Mahasiswa Internasional dalam Belajar Bahasa Indonesia secara Daring pada Masa COVID-19. Journal of International Students, 10(S3), 161-179.

Suyitno, I., Susanto, G., Kamal, M., & Fawzi, A. (2019). The cultural and academic background of BIPA learners for developing Indonesian learning materials. Pertanika Journal of Social Sciences and Humanities, 27(T2), 173-186.

Tanwin, S., & Rosliani, R. (2020). The Development of Indonesian Language Teaching Materials for Beginner Level of Foreign Speakers with Local Content. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(3), 1600-1613. https://doi.org/10.33258/birle.v3i3.1250

Tolimson, B. (2014). Developing for Language Teaching. Bloomsbury.

Utami, D. A., & Rahmawati, L. E. (2020). Pengembangan Bahan Ajar Berbasis Modul Interaktif Bagi Pemelejar BIPA Tingkat A1. KREDO : Jurnal Ilmiah Bahasa Dan Sastra, 3(2), 277-294. https://doi.org/10.24176/kredo.v3i2.4747

Widodo, C., & Jasmadi. (2008). Buku Panduan Menyusun Bahan Ajar. PT Elex Media Komputindo.

Widodo, H., Susanto, G., & Woods-Hunt. (2011). Living Indonesian: Textbook BIPA for Beginning Level Intensive Indonesian Language Course. UM Press.

Yurensi, C. D., Damaianti, V. S., & Idris, N. S. (2018). Pengembangan Bahan Ajar Kosakata Untuk BIPA Anak Usia Dini dengan Pendekatan Integratif. 39-44.

• There are currently no refbacks.

Sekretariat Badan Pengembangan dan Pembinaan Bahasa

Badan Pengembangan dan Pembinaan Bahasa

Kementerian Pendidikan dan Kebudayaan

Jalan Daksinapati Barat IV, Rawamangun, Jakarta Timur

Pos-el: [email protected]

Telepon: (021) 4706287

Computational Linguistics and Second Language Acquisition

Loading... Original Research 15 February 2023 Part of speech tagging of grammatical features related to L2 Chinese development: A case analysis of Stanza in the L2 writing context Ge Lan ,  2 more  and  Yuan Lu 2,722 views 1 citations

Loading... Original Research 25 November 2022 Comparing product quality between translation and paraphrasing: Using NLP-assisted evaluation frameworks Tianyi Han ,  2 more  and  Nan Hu 2,217 views 0 citations

Original Research 31 October 2022 Synergistic effects of multiword sequences structure, function, frequency and association on raters’ evaluations of essay quality Yuan Ke Li  and  An Bang Fang 1,252 views 1 citations

Loading... Original Research 06 October 2022 Kolmogorov complexity metrics in assessing L2 proficiency: An information-theoretic approach Gui Wang ,  1 more  and  Li Wang 1,562 views 3 citations

Education Producer

• Madison, Wisconsin
• PUBLIC MEDIA/PBS WISCONSIN
• Public Broadcasting
• Partially Remote
• Staff-Full Time
• Opening at: May 21 2024 at 14:50 CDT
• Closing at: Jun 4 2024 at 23:55 CDT

Job Summary:

PBS Wisconsin Education's Education Producer develops and produces classroom media for upper elementary and middle school science, social studies, local history and culture, and English Language Arts studies. This may include identifying topics, themes, and/or learning goals, conducting research, writing scripts, interviewing guests, or directing hosts. This position primarily produces in video format, but may also produce interactives, animations, and educational text supports. In this hybrid role you will bring your aesthetic and creative skills to select stories and generate ideas for in-classroom learning media, manage logistics for and lead in the production of that media, and oversee and/or participate in post-production tasks all the way through media publishing. We are looking to fill two Education Producer positions. One position will primarily be focusing on producing science education content, while the other position will focus on Arts and Culture content produced for ELA classrooms. Both producers will be expected to assist with the production of media that focuses on other curricular content areas produced by our team. This position works with colleagues across the educational ecosystem to ensure that the content we create is aligned with educational standards in use in Wisconsin and works with advisors to ensure that the content is accurate and inclusive. This position reports to the Executive Producer of Education.

Responsibilities:

• 25% Researches and develops production strategy for one or more programs across broadcast and digital platforms
• 35% Produces, develops, and edits content that may include identifying topics, themes, guests, conducting pre-interviews and/or interviews, writing, and/or integrating content for multimedia platforms
• 10% Performs daily operational activities for live and pre-recorded content, and may direct the editorial and creative process of production activities
• 15% Collaborates with other content creators in pre- to post-production processes, prepares materials, and handles logistics for broadcast and/or digital publications
• 5% Maintains familiarity with studio equipment and/or applicable technology for production
• 5% May schedule and direct operational activities for content production, including live/recorded studio or field productions
• 5% Collaborate with project partners, educators, and cross-department units to ensure produced media aligns with agreed upon or desired learning goals.

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Preferred Bachelor's Degree in media production and/or science education/ELA curricular areas.

Qualifications:

REQUIRED QUALIFICATIONS - Experience producing video and/or creating educational resources. - Competency in video production; experience with pre-production, production, and/or post-production processes. - Strong written communication skills as needed for the pre-production process. e.g. Script development, curriculum development etc. - Proven ability to translate topics into easily understood material, with an ability to employ engaging, creative approaches. PREFERRED QUALIFICATIONS - Technical cinematography skills, including knowledge of DSLR and/or cinema-style cameras, lenses, and lighting. - Technical knowledge of video editing post-production, including familiarity with Adobe Premiere and motion graphics. - Familiarity communicating topics for learning, familiarity with National or Wisconsin state standards - For the Education Science Producer; experience communicating science topics for learning, familiarity with National or Wisconsin state science standards, and familiarity with environmental education and climate science. - For the Education Arts & Culture Producer, familiarity communicating ELA topics for learning, familiarity with National or Wisconsin state ELA standards, and familiarity with ELA education.

Full Time: 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $56,112 ANNUAL (12 months) Depending on Qualifications We expect to pay in the mid to high 50's to low 60's. Actual pay will depend on qualifications.

Additional Information:

The person in this position will be required to comply with the Ethical Guidelines for All Staff of Wisconsin Public Radio and Television located here: https://www.wpr.org/wpr-ethical-guidelines , in addition to the UW-Madison code of ethics. Please note that successful applicants are responsible for ensuring their eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without need of employer sponsorship) on or before the effective date of appointment. #PBS

How to Apply:

The following must be received for your application to be complete: 1) Resume 2) A cover letter detailing your interest in the position, including additional information on any of the required or preferred experience bullet points that connect to your experience and background. 3) A portfolio that includes two to four video pieces that you have worked on. We will also accept other media formats, such as animations, interactives, or other educational media. Choose samples where the intent of the piece is to explain or educate on a topic. Include a paragraph explaining your exact role in creating the resource or media, what aspects you were not directly responsible for or involved in, and what you think is successful about the work. 4) Optional (not required to complete application): Samples of lesson plans or curriculum development, or a cinematography reel. Finalists will be asked to provide a list of at least three professional references with titles, emails, and phone numbers (including at least one supervisory reference). Note that references will not be contacted without your prior knowledge.

Amanda Vinova [email protected] 608-262-0598 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Multimedia Producer II(PB007)

Department(s):

A46-PUBLIC MEDIA/PBS WISCONSIN

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

You will be redirected to the application to launch your career momentarily. Thank you!

Frequently Asked Questions

Applicant Tutorial

Disability Accommodations

Pay Transparency Policy Statement

Refer a Friend

You've sent this job to a friend!

Website feedback, questions or accessibility issues: [email protected] .

Learn more about accessibility at UW–Madison .

© 2016–2024 Board of Regents of the University of Wisconsin System • Privacy Statement

We use cookies on this site. By continuing to browse without changing your browser settings to block or delete cookies, you agree to the UW–Madison Privacy Notice .