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Cumming, Alister, Bill Vanpatten und James F. Lee. „Second Language Acquisition/Foreign Language Learning“. Modern Language Journal 75, Nr. 2 (1991): 240. http://dx.doi.org/10.2307/328836.
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Yurchenko, Margarita. „Developing Functional Literacy as Part of Second Language Acquisition“. Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2023, Nr. 4 (25.12.2023): 466–75. http://dx.doi.org/10.21603/2542-1840-2023-7-4-466-475.
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Functional literacy is an important skill that can be developed in a second language classroom at secondary and high school. This article introduces a functional literacy program of advanced training for teachers of foreign languages. The author used axiological, personal-activity, and interdisciplinary approaches with non-participant observation methods and pedagogical modeling to analyze legal norms, school standards, and foreign and domestic publications. The program offers a single school-university track represented as a course of professional training for teachers of foreign languages at the Siberian Institute of Management, Novosibirsk. Teachers of foreign languages donated their teaching and learning experience in preparing students for state exams in foreign languages and functional literacy development. The study revealed some gaps in the academic standardization, advanced training for teachers, and methodological support for Second Language at school. The author identified vectors of prospective development in the field of functional literacy as school, as well as the reasons behind the passive attitude of most school teachers to functional literacy development. Advanced training in this sphere should be compulsory and interdisciplinary. The connection between functional literacy, state exam diagnostics, and teachers’ competences is of exceptional importance in Russian education and requires more continuity.
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Babakulova, Dilrabo. „Adult And Child Learning Second Language Differences“. American Journal of Applied sciences 03, Nr. 01 (26.01.2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.
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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.
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Abduganiyeva, Khusnida. „Theories of foreign and second language acquisiton“. Зарубежная лингвистика и лингводидактика 2, Nr. 5 (15.09.2024): 31–35. http://dx.doi.org/10.47689/2181-3701-vol2-iss5-pp31-35.
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Theories of foreign and second language acquisition examine how learners acquire languages beyond their native tongue. These theories offer insights into the cognitive, social, and environmental factors that influence language learning. While some theories emphasize innate abilities, others focus on the importance of interaction, cognitive development, or the role of external input and social contexts. This article presents observations on how language learners from diverse backgrounds learn English in different ways.
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Mohammed, Ibtisam Jassim. „Learner Differences in Second Language Acquisition“. Journal of Tikrit University for Humanities 27, Nr. 8 (04.11.2020): 43–55. http://dx.doi.org/10.25130/jtuh.27.8.2020.22.
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This study aims at exploring the debatable issue of learner‟s differences in second language acquisition (SLA, henceforth). Differences in learning are critical factors which faculty members should take into account in the process of learning and teaching second or foreign languages , also these differences influence learning processes and lead to different linguistic abilities and skills in the second language . Learners differ from each other due to biological, conditioned factors or unconscious forces, each learner is different from the other, and they have different personalities and styles. Some second language learners make rapid and apparent progress while others progress very slowly and with difficulties, in this respect there are several important areas where the learners may show differences from each other. These include: age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.
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Shamsi, Ahmad Fawzi. „The Motivating Factors of Second Language Acquisition for Young Learners“. Journal of Studies in Education 9, Nr. 3 (15.08.2019): 64. http://dx.doi.org/10.5296/jse.v9i3.15075.
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Motivation plays a very effective role in teaching foreign languages. It has been suggested that the use of motivation can help in facilitating learning English. This study investigated the motivating factors for young learners in North Cyprus. The researcher aimed to find out the most motivating factor(s) for learning English for grade five pupils at a primary school in North Cyprus. The results show that there are many motivating factors that positively affect the learners’ attitudes towards learning English as a foreign language. Learners are motivated with many different factors: intrinsically, extrinsically, instrumentally, or integratively.
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Jin, Mengran. „A Study of Students Learning a Second Language Early in School“. Journal of Education, Humanities and Social Sciences 10 (05.04.2023): 164–68. http://dx.doi.org/10.54097/ehss.v10i.6910.
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With increasing international communication, the importance of foreign language learning is generally increasing, and there is a trend toward teaching foreign languages at younger ages. However, the question of whether and, if so, what effect age has on second language acquisition, especially the acquisition of pure speech, and what age is optimal for language acquisition has become a hot topic of debate among educators, but no definitive conclusion has been reached to date. This paper studies students learning a second language early in school. The critical period theory of second language acquisition, the effects of various age groups on second language acquisition, and the connection between age factors and second language acquisition are all discussed in this paper. Based on theoretical research, the strengths and weaknesses of second language learners in different age groups are analyzed and compared, and reasonable educational systems and teaching strategies are developed for this purpose.
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Myles, Florence. „The development of theories of second language acquisition“. Language Teaching 43, Nr. 3 (10.06.2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.
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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.
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Yu, Rongmei. „Culture in Second or Foreign Language Acquisition“. Journal of Language Teaching and Research 11, Nr. 6 (01.11.2020): 943. http://dx.doi.org/10.17507/jltr.1106.10.
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Many theorists have pointed out that in real world communication, the usage of a language is always colored by a cultural norm so that the language used in communication can be understood by the majority of a cultural community or society. The relationship between language usage and cultural norms or pragmatic rules can never be broken in communication. In cross-cultural communication, the differences in pragmatic rules, communicative strategies, cross-cultural psychology among other may become problematic areas in learning a second or foreign language. Consequently, making the differences known to both learners and teachers is of paramount importance in teaching and learning a second or foreign language. By addressing and discussing some cultural-specific factors in teaching and learning a second or foreign language, this thesis aims to provide useful learning factors in which learners frame meaning in a second or foreign language and thus emphasize the importance of teaching culture to second or foreign language learners, it also tentatively provide some instructional strategies for teaching culture in second or foreign language acquisition (SLA/FLA) classroom.
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Aljumah, Fahad Hamad. „Second Language Acquisition: A Framework and Historical Background on Its Research“. English Language Teaching 13, Nr. 8 (31.07.2020): 200. http://dx.doi.org/10.5539/elt.v13n8p200.
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Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views of different scholars throughout the past decades on second language acquisition. This study is a longitudinal research that identifies the advantages that could be an assist to English as Foreign Language (EFL) learners. Longitudinal research is always based on the qualitative method. This study's data is based on the qualitative method that collects views, opinions, materials, and earlier studies on second language acquisition (SLA). It reveals the most significant theories which precisely connected to second language acquisition (SLA) and largely to applied linguistics. The study resulted in that: (i) second language acquisition still has several doubts and ambiguities in its many different aspects, (ii). In this study, the researcher summarizes second language acquisition (SLA) research's main goals and draws comparisons on the scholars' dissimilarities between language learning and second language acquisition (SLA) on different perceptions that could give insights towards learning of second and foreign languages easily by the English as Foreign Language (EFL) learners.
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Furu, Adél. „Paths to Learning Second Languages in Finland“. Romanian Journal for Baltic and Nordic Studies 12, Nr. 2 (15.12.2020): 137–47. http://dx.doi.org/10.53604/rjbns.v12i2_8.
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This article is concerned with comparative approaches to second language instruction and second language choices in Finland and describes the challenge of preserving Finland’s language and culture while facing the globalization process. The article discusses the success of Finnish second language learning and aims to investigate how Finnish and English as second languages are taught and learnt in Finland compared to other countries as well. The goal of this study is to discuss issues related to teacher training and its role in second- or even third language acquisition. We articulate the following research questions: How does the English-language teaching line serve the international families? How does Finland develop successful teaching practices and what problems of implementation does it face? What are the challenges of teaching the pupils’ mother tongue and a second language (L2) (Finnish, Swedish, English, Russian etc.) at different levels of education? What are the differences between acquiring a Finnish or an international degree concerning adult education? The methodology chosen for this article is a comparative study and it is used to showcase the differences between the Finnish and English second language instruction in Finland. In regard to the theoretical framework to second or foreign language acquisition, learning and teaching, I embrace linguistic, cognitive and sociocultural frameworks and approaches
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Mazhabi, Zobi. „PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN“. Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, Nr. 2 (31.12.2019): 50. http://dx.doi.org/10.33474/thufuli.v1i2.4940.
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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.
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Zhang, Feiyang. „A Study on the Influence of Foreign Language Anxiety as a Second Language Acquisition Disorder and Its Coping Strategies“. Region - Educational Research and Reviews 6, Nr. 10 (16.10.2024): 42. https://doi.org/10.32629/rerr.v6i10.2696.
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In the context of accelerating globalization, mastering foreign languages has become a key element of individual development and social progress. However, anxiety, a common negative emotion in the process of foreign language learning, has become an important obstacle to the learning effect. Based on this, this paper will deeply explore the definition of foreign language anxiety, analyze its specific impact on the process of foreign language acquisition in detail, and put forward targeted strategies, aiming to provide solid theoretical support for foreign language teaching, so as to promote the all-round development and effective improvement of learners in language acquisition.
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Sadouki, Fatiha. „The Effect of the Second Language on Metalinguistic Awareness in Third Language Vocabulary Learning“. Romanian Journal of English Studies 18, Nr. 1 (01.12.2021): 98–109. http://dx.doi.org/10.1515/rjes-2021-0011.
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Abstract This study aims at investigating the effect of second language in third language learning. It focuses on metalinguistic awareness, which reflects the extent to which learners can use their background languages in the process of third and additional language learning. The study gives insights into the issue of metalinguistic awareness by testing the participants’ vocabulary knowledge in learning English as a foreign language. The number of participants in this study is 30; they are all middle school students who have Arabic/Berber as native languages, French as a second language, and English as a third language. Two translation tasks were designed to find out how participants use their background languages in learning English: translating words in the first task and paragraph translation (from English into Arabic) and think-aloud protocols in the second task. Additionally, a semi-structured interview is conducted with 8 participants. The findings reveal how participants possess greater cognitive control in language acquisition due to language relatedness between the foreign languages they learn.
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Bhatti, Natalia Viktorovna, Olga Aleksandrovna Gorbacheva, Natalia Anatolievna Ivanova, Elena Pavlovna Savchenko und Elena Yurievna Kharitonova. „Lexical acquisition of foreign languages by Russian native speakers“. SHS Web of Conferences 127 (2021): 02015. http://dx.doi.org/10.1051/shsconf/202112702015.
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Global situation requires fluency in more than two languages nowadays. Professionals knowing several languages and aware of the lingvo-cultural aspects of global communication are of high value in the modern world due to economic, political and social – factors. Vocabulary proficiency determines an individual’s mastery of the native or the second (third) language owing to the fact that lexical skills include understanding of semantics of language elements, their potential compatibility with other units and phonological characteristics of words in speech. The present research deals with the lexical characteristics of simultaneous English and German acquisition as L2 and L3 respectively by the senior students of linguistics department majoring in History and Culture of the Countries of the Studied Languages of the Institute of linguistics and cross-cultural communication of Moscow State Regional University. The authors explore the factors of mutual influence of lexical systems of both languages in the process of their study by Russian native speakers and evaluate the impact of the native language on L2 and L3 acquisition. Having analyzed the specifics of such polylingual learning environment the authors offer а method of teaching vocabulary to advanced students based on the primary importance of the native language in the second or third language acquisition. The experiment carried out within the scope of the survey proves the efficiency of the suggested technique.
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Tahiri, Shejla. „The Impact of Pictures on Second Language Acquisition“. SEEU Review 15, Nr. 2 (01.12.2020): 126–35. http://dx.doi.org/10.2478/seeur-2020-0021.
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Abstract The need for worldwide communication has made people learn as many foreign languages as they can in order to be able to send and receive information from all over the world. Realizing this situation, researchers and linguists have carried out a large number of studies in order to find out the best ways for teaching and learning English as a second or foreign language. The terms language learning and language acquisition are not new since in many earlier researches language acquisition is compared to the process of learning the mother tongue whereas language learning is compared to the process when a child learns a second or foreign language. This paper aims to showcase that teaching/learning new vocabulary using pictures is much more effective than the other methods of vocabulary learning. The research also puts emphasis on the language level of learners. It demonstrates that the method of using pictures and illustrations works well with all levels of proficiency and as such, it has brought very useful results. It was carried out at the South East European University (SEEU) in North Macedonia and participants were thirty (30) students from all five Faculties, divided in three different groups based on their language proficiency. Each group consisted of ten (10) students, aged 18 to 22 years. They were of elementary, pre-intermediate and intermediate level of English. The research lasted for six weeks, because the students had to be introduced to six different vocabulary topics. Since the experiment was carried out in a real classroom environment, the target vocabulary topics used for this purpose were chosen from their students’ book. Data were collected in three phases. During the first phase, students were asked to complete a questionnaire, consisting of questions regarding the vocabulary learning methods, mainly vocabulary associated with pictures. In the second phase, they were engaged in real activities in a traditional classroom setting, while in the last phase, at the end of the last session, participants took a quiz that was supposed to provide evidence and additional data about participants’ achievements. It is expected that the findings from this experiment will be useful to current and prospective teachers as they show that the method of pictures and illustrations associating the target vocabulary functions well with different levels.
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Syrymbetova, L., M. Otynshiyeva und M. Uaikhanova. „Differentiated Instruction in Second Language Acquisition: A Case Study in Kazakhstan“. Bulletin of the Karaganda University. Pedagogy series 109, Nr. 1 (29.03.2023): 198–211. http://dx.doi.org/10.31489/2023ped1/198-211.
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This research aims to state our findings in the approach to second language acquisition by examining ways in which language knowledge is transferred from one person to another through media that includes online learning, correlated to the field of differentiated instruction. The assumptions made for this study are as follows: first, study of foreign languages is closely related to the political decisions. Secondly, it is our assumption that one can determine new approaches to second language acquisition and differentiated instruction considering new cultural, linguistic and psychological theories, such as anthropology, functionalism and cognitive grammar. The third assumption states that although numerous methods for differentiated instruction have been created by Russian scholars and successfully applied to American and European systems of education, they have not been assimilated or are not being used in Kazakhstan. New approaches such as contrastive analysis as a way of transferring information from one language to another in second language acquisition and differentiated instruction — have been established. We discussed criteria for differentiated instruction based on control and experimental groups’ observations and individuals’ accomplishments in the process of language assimilation
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Hu, Ruyun. „The Age Factor in Second Language Learning“. Theory and Practice in Language Studies 6, Nr. 11 (01.11.2016): 2164. http://dx.doi.org/10.17507/tpls.0611.13.
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In recent years; age has being considered as the major factor in determining language learners’ successful foreign language acquisition; which is correlated to the assumption stated by Critical Period Hypothesis and Neurological Hypothesis. Most importantly; these assumptions might be concluded that that language learner can acquire foreign language better than adults do at their early age. Additionally; there is still a widespread belief held by many scholars; stating that young children are better at second language acquisition (SLA) than the later starters; such as the adolescents or adults. Therefore; whether young learners learn second language better than the older will be discussed in this article.
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Masitoh, Siti, Zakiyah Arifa, Nur Ila Ifawati und Diana Nur Sholihah. „Language Learning Strategies and the Importance of Cultural Awareness in Indonesian Second Language Learners“. Journal of Language Teaching and Research 14, Nr. 2 (02.03.2023): 436–45. http://dx.doi.org/10.17507/jltr.1402.20.
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This study examined the foreign/second-language learning strategies employed by eight Indonesian learners learning different languages (English, Chinese, and Arabic) and the role cultural awareness played in determining these strategies. The strategy inventory for language learning was used to record the participants’ learning strategies, and in-depth interviews were conducted to determine their cultural awareness acquisition when learning the foreign/second language and the effects this cultural awareness had on determining their language strategies. It was found that six main learning strategies were being used by the participants, and the interview data revealed that participants became more aware of the cultural aspects of their languages when reading authentic texts, communicating with native speakers, and attending their language courses. Cultural awareness was found to encourage participants to be selective learners when choosing learning materials and when using certain learning strategies. The results of this study broaden the insights of education practitioners and can guide foreign/second language teachers/lecturers in directing their students to use certain learning strategies.
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Kurniawati, Nia. „UNDERSTANDING KRASHEN HYPOTHESIS OF SECOND LANGAUGE ACQUISITION: A CASE STUDY OF A POLYGLOT“. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, Nr. 1 (30.06.2021): 83–89. http://dx.doi.org/10.21009/ijlecr.071.08.
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This research focuses on a case of a polyglot. The objectives of the study were to describe how a plyglot acquires the languages related to three of Krashen Hypothesis regarding the acquisition vs learning, affective filter, and natural order hypothesis. The subject of this study was a an English teacher who is able to speak many foreign languages or polyglot. The instruments used in the study were observation, an interview and questionnaire. The findings showed that the way he gained all the foreign languages are acquisition in natural setting. In terms of affective filter hypothesis, the result revealed that the affective variables played a facilitative role in her SLA. In this case, the subject showed good characteristics of language learner, such as good langauge aptitude, high motivation, and cognitive and affective factors. As for the natural order hypothesis, she found it easy to learn new language, since it was relatively similar to her previous learned languages in term of grammar and structure. However, it is suggested to explore the other two Krashen hypothesis to complete the findings with more samples to get deeper understanding on polyglot phenomena.
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He, Wen. „The Influence of Critical Period Hypothesis on Children’s Foreign Language Learning“. Journal of Education and Educational Research 7, Nr. 3 (17.03.2024): 159–62. http://dx.doi.org/10.54097/47436s45.
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In the context of globalization, China has been putting more and more emphasis on "telling the story of China in English", and the status of English teaching has become more and more important. The critical period hypothesis is a theory put forward by Ellis, a foreign linguist, who believes that there is a golden period for language learning. During this period, children are able to master language naturally and effortlessly. An important aspect of second language acquisition research is the age factor. In general, children are more likely to succeed in learning a foreign language than adults, and children have a child advantage in second language acquisition. However, academics have different views on the age factor, and Chinese parents are also hesitant to decide when their children should learn English, resulting in a trend towards learning at a younger age. Is there really a critical period in foreign language learning? Is there really a critical period in learning a foreign language and is it closely related to age? Do children really have an absolute advantage over teenagers and adults in learning foreign languages? Therefore, this thesis will firstly introduce the proponents and opponents about the critical period hypothesis, and secondly explain the influence of age factor on foreign language learning. Thirdly, talk about why the age factor affects second language acquisition. argue for the optimal age for foreign language teaching. Fourth, discusses the implications of children's foreign language learning. Finally, it is a brief conclusion.
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Huang, Qiqi. „Reviewing Learning Styles and Learning Motivation in Second Language Acquisition“. Lecture Notes in Education Psychology and Public Media 29, Nr. 1 (07.12.2023): 48–53. http://dx.doi.org/10.54254/2753-7048/29/20231394.
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Second language learners encounter particular difficulties as a result of the impact of technological advancement and globalization, which has always been a matter of concern with regard to second language acquisition. Due to these challenges, second language learners should raise their own proficiency and adaptability to provide learning guidance for future employment. This paper reviews the findings of learning styles and learning motivation in the field of second language acquisition. Learning styles have different effect on English as a Foreign Language (EFL) learners and learning motivation also influence their behaviors from extrinsic to intrinsic goals. Studies suggest that different learning styles perform well in different aspects of language studying. Intrinsic learners perform better than extrinsic learners. Within more learning styles, EFL students act more motivated in language learning and generally perform well in their academic achievement. Drawing from previous studies, the author proposes EFL learners should find their preferred learning styles and try their best to transfer their extrinsic goals to intrinsic goals in foreign language learning.
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Konyakhina, Liudmila, und Andrey Ivanov. „Musical Competence and Second Language Learning“. Nizhny Novgorod Linguistics University Bulletin, Nr. 54 (30.06.2021): 149–64. http://dx.doi.org/10.47388/2072-3490/lunn2021-54-2-149-164.
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In recent years, we have witnessed a renewal of interest in the language — music relationship due to the development of cognitive science and the advent of brain imaging methods, such as positron emission tomography, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and event-related brain potentials, which has led to a number of major discoveries. The relationship between music and language has been examined from many different perspectives. Taken together, these findings indicate that musical competence positively influences some aspects of speech processing, from auditory perception to speech production and may benefit second language acquisition. In this review, we focus on the main results of the current research, discuss several interpretations that may account for the influence of musical competence on speech processing in native and foreign languages, and propose new directions for future research.
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Utkir, Muradov, Kadirova Nilufar, Ikramova Ra’no und Kuchkeldiyeva Umida. „The Role Of Motivation In Learning Foreign Language“. American Journal of Social Science and Education Innovations 02, Nr. 12 (08.12.2020): 14–21. http://dx.doi.org/10.37547/tajssei/volume02issue12-04.
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This paper analyzes the role of motivation in language learning, especially foreign language acquisition. It compares two different subjects who are learning English yet they have various background of family, language learning experience, and interests. They were provided pre-, post-tests to testify their knowledge; moreover, they were interviewed to know how they are encouraged to learn a language. The paper indicates the importance of intrinsic motivation for second language learners.
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Lertola, Jennifer. „Second language vocabulary learning through subtitling“. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, Nr. 2 (05.11.2019): 486–514. http://dx.doi.org/10.1075/resla.17009.ler.
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Abstract This article aims to contribute to shedding light on subtitling in the field of second language vocabulary learning while indicating possible directions for future research. In view of previous research, it investigates the effects of subtitling on incidental vocabulary acquisition. It is based on an experimental study carried out, after extensive piloting, with 25 English native speakers studying Italian as a Foreign Language (levels A1–A2) at the National University of Ireland, Galway. By triangulating quantitative and qualitative data, the experimental study shows that interlingual subtitling promotes the incidental acquisition of new word meanings in terms of productive recall.
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Yekhlef, Zoulikha. „Children Second Language Acquisition Pre-elementary and Elementary Level“. Traduction et Langues 13, Nr. 2 (31.12.2014): 107–18. http://dx.doi.org/10.52919/translang.v13i2.806.
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This article deals with child’s second language acquisition and learning within the scope of the very early stages of school system. Normally, children learn language through their everyday social environment. In other words, from everyday language use with parents at home and outside home. To teach a foreign language to children, however, takes a little more effort. If one is teaching a child between 4 and 10, one will need to collect kid-friendly materials and get in understanding to how children use languages in appropriate methodology which corresponds to children’s needs. Thus, our proposal takes into account some basic principles that allow the child and get him ready to learning process. We will also focus on the parents’ and teachers’ role for acquiring an efficient background in his preparatory stages. So, how soon can one begin before introducing L2 instruction at school and how can this be reached in the teaching / learning process?
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Толибаев, Д., und Е. Менлимуратова. „The sociocultural component of education: enhancing motivation for second language learning“. Ренессанс в парадигме новаций образования и технологий в XXI веке 1, Nr. 1 (22.11.2023): 77–80. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp77-80.
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This scientific article explores the role of the sociocultural component of education in enhancing motivation for learning foreign languages, with a particular focus on learners for whom English is a second language. Drawing upon Vygotsky’s sociocultural theory and various empirical studies, this article demonstrates how the integration of sociocultural elements into language instruction can significantly increase students’ motivation, engagement, and proficiency in second language acquisition. Several examples and practical recommendations are provided to illustrate the potential of this approach in real educational settings.
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Sun, Zongxuan. „Foreign Language Anxiety in SLA“. Lecture Notes in Education Psychology and Public Media 29, Nr. 1 (07.12.2023): 266–71. http://dx.doi.org/10.54254/2753-7048/29/20231530.
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Foreign language anxiety is a variety of unpleasant emotional and psychological manifestations caused by many factors in foreign language learning. With the development of second language acquisition in recent years, the impact of emotional factors in education has received increasing attention. It is also becoming increasingly important to study the relationship between foreign language anxiety and second language acquisition and how to reduce the negative impact of language anxiety on second language acquisition. Therefore, this paper starts from the cultural, environmental and individual differences factors that affect second language acquisition, analyzes the causes of foreign language anxiety and its impact on second language acquisition. And then elaborate the solution of foreign language anxiety from the different perspectives of teachers and learners. This paper has three chapters, including an overview of foreign language anxiety, the causes of foreign language anxiety and its impact on second language acquisition, as well as solutions to foreign language anxiety. Through research on the relationship between foreign language anxiety and second language acquisition, the author found that due to individual differences in learners, the reasons for their foreign language anxiety are different, and the impact of foreign language anxiety on them is also different. So both teachers and learners must adopt appropriate ways to mitigate the negative impact of foreign language anxiety on second language acquisition process.
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Shehni, Maryam Cheraghi, und Tahereh Khezrab. „Review of Literature on Learners' Personality in Language Learning: Focusing on Extrovert and Introvert Learners“. Theory and Practice in Language Studies 10, Nr. 11 (01.11.2020): 1478. http://dx.doi.org/10.17507/tpls.1011.20.
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The improvement in learning English is based on how students are enthusiastic about the subject of English. Learning languages, mainly English, is a great need, even for our primary students who have the responsibility to develop in the globalized world (Muñoz, 2002). These traits are the critical parts of one’s personality because they make him unique, and what psychologists have desired to study and measure in the process of learning English as the foreign or second language. Indeed, the variations between individuals, their learning situations and the contexts where they learn are some features that can illustrate the complexity of learning a foreign language. Conversely, in research on the acquisition of foreign languages, it is essential to consider the differences between individuals, their different ways of learning styles and the environment where they are involved.
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Batyi, Szilvia. „Foreign language learning and education in minority circumstances. Problems and possible solutions“. Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, Nr. 1 (17.06.2011): 29–41. http://dx.doi.org/10.12697/jeful.2011.2.1.02.
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Some form of bi- and multilingualism means the naturallingual condition for more than the half of the population of the Earth. It is a substantial linguistic aim of the Transcarpathian Hungarian community that beside preservation of their mother tongue (the Hungarian), acquire the state language (the Ukrainian language) and the basis of at least one world language. But this aim is hindered by a lot of things in Transcarpathia. The goal of the study isto shed light on these problems and to find possible solutions based on two researches. The first research, which was carried out in the Tanscarpathian Hungarian schools, was to reveal the conditions and problems of foreign language education. The research threwlight on numerous problems that approve the low level of foreign language knowledge of the Tanscarpathian Hungarian youth. Attitudes and stereotypes influence the success of foreign language acquisition. For this reason in the second part of the study I would like to show, what kind of stereotypes and attitudes can be discovered in the parents (who are lay linguistically and language pedagogically) concerning foreign languages, and within this especially concerning the English language. It appears from the interviews, that nor the attitudes of the state towards foreign languages that was inherited from the soviet system, neither the impassiveness of the parents improves the positive attitudes in the Transcarpathian Hungarian students towards foreign languages, and nor the state, neither the parents approve the motivation of foreign language acquisition.
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ALAHYANE, Latifa Mohamed. „APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS“. International Journal of Humanities and Educational Research 03, Nr. 05 (01.10.2021): 371–92. http://dx.doi.org/10.47832/2757-5403.5-3.32.
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The theoretical achievement in the field of foreign language learning in the 1950s and early 1960s remained related to the practical side of language teaching. Moreover, The idea of the need for foreign language teaching methodologies for a theory of learning has remained constant since the occurrence of educational reform movements of the late nineteenth century. To come to terms with the current developments in the field of foreign language learning, it is necessary to trace the recent history of the research carried out in this regard. Therefore, we will focus in this article on tracking the most important theoretical assets of foreign language teaching methods, and monitoring the evolution of language teaching and learning methods. This is done to distinguish between two approaches to language teaching; first, Direct teaching that negates the overlap of the learned and acquired language during foreign language instruction. And second Mediated teaching in which the second language is taught through the first language. Through this, we will monitor the cognitive cross-fertilization between acquiring the first language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language teaching. And we will monitor the foundations on which each approach is based separately to discover the commonalities between them and the contrast between them. We will then contribute to building a new conception of foreign language learning by making use of the translation action inherent in the procedures adopted in most of these approaches. This is mainly evident in the difference between the necessity of adopting the first language or not during the teaching and learning of the foreign language. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, Direct teaching, Mediated teaching
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Shi, Lanyu. „A Review of Research on Foreign Language Enjoyment in Second Language Learning“. Lecture Notes in Education Psychology and Public Media 62, Nr. 1 (01.08.2024): 57–62. http://dx.doi.org/10.54254/2753-7048/62/20241726.
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Positive psychology (pp) is a branch of human psychology that specialises in the study of methods to evoke positive psychological dispositions in people. It advocates a focus on mental health and emotional experience, and on the well-being of people's lives. Pp was introduced to the field of second language acquisition around 2012. The past decade has seen a surge in research and discussion surrounding the emotions experienced by English language learners. Two of the most prominent emotions are foreign language anxiety and foreign language enjoyment (FLE). This study employs a literature analysis to investigate the influence of FLE on second language acquisition. The findings indicate that the degree of FLE experienced by different research subjects varies and that these emotions are correlated with foreign language anxiety. Finally, this study demonstrates How positive emotions affect the acquisition of foreign language proficiency and performance. The primary focus of the study is the influence of FLE on students' SLA abilities. This is a significant area of research that offers valuable insights for educators seeking to create positive learning environments in the English classroom.
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Li, Yixin. „A Review of Studies on Foreign Language Anxiety“. Lecture Notes in Education Psychology and Public Media 28, Nr. 1 (07.12.2023): 49–53. http://dx.doi.org/10.54254/2753-7048/28/20231245.
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Presently, English is globally recognized as a lingua franca, rendering English language acquisition a widespread pursuit. In parallel, this recognition has cast a pervasive shadow of apprehension upon foreign language learning. Nonetheless, this phenomenon gives rise to specific challenges. Notably, not everyone possesses a disposition suited for acquiring a foreign language, leading the majority to grapple with formidable obstacles. In this study, the author conducted an in-depth exploration of foreign language learning anxiety by delving into the research of esteemed scholars. The overarching aim was to fathom how apprehension linked to foreign language acquisition impacts the very process. In the main, anxiety predominantly functions as a barrier hindering the acquisition of a second language. Nevertheless, its pivotal to recognize that anxiety can paradoxically serve as a catalyst for second language acquisition. The intention is to propel forthcoming empirical research geared toward scrutinizing the intricate relationship between second language acquisition and the anxiety entwined with learning a foreign language. This endeavor seeks to equip a larger contingent of students with a comprehensive grasp of foreign language learning anxiety, enabling them to adeptly navigate the dynamic connection between anxiety and foreign language acquisition. At the same time, it is hoped that it will provide some lessons for educators and researchers to make the topic of anxiety in foreign language learning more colorful.
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Guo, Yanan. „The Influence of Working Memory on Second Language Learning“. Theory and Practice in Language Studies 6, Nr. 9 (01.09.2016): 1819. http://dx.doi.org/10.17507/tpls.0609.14.
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The learning ability of a foreign language means the tendency people present when studying a second language. It is already accepted abroad that the learning capacity of a foreign language is one of the factors to predict the individual differences of the language learning results. Working memory is the important concept of cognitive psychology, and has great influence on many aspects of language learning (vocabulary acquisition, language understanding, language performance, reading comprehension and so on). So working memory is regarded as the important element of learning ability of a foreign language. As to the research at home so far, the concentration has been purely on academic reasoning as well as the introduction to research abroad during a selected period. The author of the paper is, having experimented with the psychological research mode, trying to analyze the individual differences in the foreign language learning because of their working memory which affects their vocabulary acquisition.
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Aptarashvili, Ia, und Mzia Tsereteli. „PSYCHOLOGICAL FACTORS OF SECOND LANGUAGE ACQUISITION ON CASE OF ETHNIC MINORITIES OF GEORGIA“. Problems of Psychology in the 21st Century 5, Nr. 1 (01.04.2013): 6–11. http://dx.doi.org/10.33225/ppc/13.05.06.
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The purpose of the presented research is to determine the relations between success or failure in second language acquisition on one hand and personal - social factors and attitudes of an individual on the other. Besides, to define what is the predictive value of personal or social features and the attitudes of the given individual for reaching high competency in the second language. 374 schoolchildren (165 boys and 202 girls) from three regional non-Georgian schools were administered with the questionnaire consisted of several blocks: Parents’ attitude to second language acquisition; Motivation; Anxiety related to the second language usage; Anxiety in class; Sense of self-confidence in the process of the Second language acquisition. The best predictors for success in SLA are: General interest in the foreign languages, parents’ involvement in learning process, instrumental motivation and self-confidence in the process of language acquisition. The study has implication for foreign language teachers and experts of bilingual educations. Key words: academic achievement, instrumental motivation, second language, self-confidence, SLA.
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Alzabin, Emad. „Acquired Language System and Educated Language System: A Vision in Acquisition and Learning Systems“. Dirasat: Human and Social Sciences 49, Nr. 2 (02.08.2022): 71–80. http://dx.doi.org/10.35516/hum.v49i2.1777.
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This study is designed to address the linguistic questions in the field of Arabic language teaching and acquisition, these questions reveal the problem of this study, and address the question of linguistic explanation in the domain of language acquisition strategies. Then the study presents the question of relational approaches, and addressing this central question reveal the influence relationship between the first language and the second language or the foreign language. After the relational approach, the study tries to address a question in the procedural approach, that to reveal the correlation patterns and comparisons between all elements of the acquisition process. It tried to demonstrate the impact of acquired first language system on the learning of second languages.
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Tsakalidou, Sofia P. „Teaching Foreign Languages to Learners with Dyslexia in Greece: An Overview of Theory and Practice“. Language Teaching Research Quarterly 31 (November 2022): 41–52. http://dx.doi.org/10.32038/ltrq.2022.31.04.
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The present article summarizes various aspects of teaching foreign languages to learners with dyslexia. In particular, although it is a matter examined broadly around the world, in Greece there are few references and limited research in this field. Furthermore, the lack of foreign language teachers' training in the field of specific learning difficulties in Greece is also examined. In this article, we refer to first language and foreign language(s) acquisition and focus on the situation in Greece, where the first foreign language taught in schools is English and the second foreign language is either German or French. Furthermore, we examine the mechanisms of (second) foreign language acquisition as well as the factors that influence this process. Additionally, we consider the appropriate time to start learning a foreign language, as well as various reading and spelling difficulties that the learners with dyslexia face during this process. A very dominant factor that influences learners with dyslexia and causes difficulties in reading and spelling is the phonological awareness (phonemic awareness and syllable awareness). Due to the cross-linguistic transfer of this skill, we mention ways to improve phonological awareness skills in the first language and in the foreign language(s).
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He, Xiaomin. „Positive Transfer of Third Language Acquisition in English and French Sentence Patterns“. Scientific Journal Of Humanities and Social Sciences 6, Nr. 8 (10.08.2024): 38–46. http://dx.doi.org/10.54691/x9jjky35.
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Language takes sentences as the basic unit and sentence structures in different languages have their own characteristics. At present, with the in-depth development of economic globalization and the rapid enhancement of the demand for cross language communication, there are more and more trilingual users. Therefore, third language acquisition, as an emerging field of international and domestic research in recent years, has attracted extensive attention. As is known to all, the two languages, English and French, are closely related but different. Hence, in the process of learning French as a second foreign language, the positive and negative transfer of English to French is inevitable. Under the framework of third language acquisition and based on language transfer theory, this paper analyzes the positive transfer of sentence structure in the process of third language acquisition through the comparative analysis of four special sentence patterns in English and French, which is helpful for English majors to learn French as a second foreign language more concisely and efficiently.
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PAGADALA, ASHA MADHAVI. „Second Language Vocabulary Acquisition through Mobile Assisted Language Learning“. Think India 22, Nr. 2 (22.10.2019): 439–44. http://dx.doi.org/10.26643/think-india.v22i2.8746.
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Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring the benefits of Mobile assisted Language Learning in vocabulary acquisition by a second language learner.It also discusses the vocabulary activities and strategies that can be facilitated through different mobile devices so as to fit to the needs of the learner.
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Rybalka, N. V., und K. I. Mykhalchenko. „PHONETIC INTERFERENCE IN LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE“. INTELLIGENCE. PERSONALITY. CIVILIZATION, Nr. 1 (28) (21.07.2024): 5–12. http://dx.doi.org/10.33274/2079-4835-2024-28-1-5-12.
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Objective. The objective of the article is to define the essence and content of the concept of "phonetic interference"; identify the conditions for the occurrence of interference, the forms and features of its manifestation during the study of German as a second foreign language after English, and identify methodical ways to overcome it. Methods. The main scientific results are obtained using such research methods as theoretical and comparative analysis of psychological and pedagogical literature, generalization of best practices and observation. Results. A person learning a foreign language sets himself the goal of mastering one or several languages as best as possible. Accordingly, there is an unwanted transfer from one language to another, due to which the process of language acquisition often suffers from violations. But as in any other case, transference has two types: positive and negative transference (interference). Most linguists are mostly concerned with negative transfer, because the interference of one language into another is easily felt and known. Negative transference/interference is caused by a deviation from the norm. This means that the transfer of phonetics, grammar or vocabulary from a language that an individual has already mastered will lead to errors when learning a new foreign language. Mastery of one language can also facilitate mastery of another, which is equivalent to positive transfer. However, positive transference is often difficult to perceive. As a result of the similarity of languages, students, as a rule, when learning a new language, borrow phonetic, morphological or grammatical rules from the language they studied before. If borrowing or, accordingly, transfer helps and brings relief to the new language, then we can talk about positive transfer. In order to communicate well and understand other people in a new language, it is necessary to pronounce the sounds of the language, words and expressions correctly. In the "Ukrainian - English - German" trinity, the native language, mastered in a natural language environment, occupies a dominant place, and the level of mastery of it is, of course, much higher than that of foreign languages. The individual has a lower level of each system following the native language. However, a mediocre command of a second and/or third language does not prevent an individual from being considered multilingual, as he is able to switch codes, alternately use different language systems and communicate at a level that is accessible to him. Each subsequent language experiences the influence of the previous one, so bilingualism and multilingualism inevitably lead to interference. According to some scientists, phonetic interference is one of the most difficult and urgent problems of modern linguistics. The study of accent or phonetic deviations in the system of the secondary language of bilinguals is especially relevant for determining the acceptability or unacceptability of certain phonetic deviations in non-native speech. References: Anisimova, O. (2011). Do problem dydaktychnoho zistavlennia kontaktuiuchykh mov u protsesi navchannia druhoi inozemnoi movy [To the problems of didactic comparison of contact languages in the process of learning a second foreign language]. Pedagogy of creative personality formation in higher and secondary schools. Zaporizhzhia, Issues 15(68), pp. 51–57. Demianenko, O. Ye. (2005). Fonetychna interferentsiia pid chas vzaiemodii zvukovykh system ridnoi, neridnoi ta inozemnoi mov [Phonetic interference during the interaction of sound systems of native, non-native and foreign languages] Science and education: science and practice. Magazine, 1–2, pp. 110–112. Kardash, V. (2016). Riznoaspektni doslidzhennia movnoi interferentsii [Different aspects of language interference studies]. Young scientist, no. 2, pp. 280–283. Available at: http://molodyvcheny.in.ua/files/journal/2016/2/66.pdf Rybalka, N. V. (2024). Problema interferentsii pry navchanni nimetskoi movy yak druhoi inozemnoi [The problem of interference in teaching German as a second foreign language]. Modern engineering and innovative technologies, Issue №31, Part 4, 134-139. Available at: https://www.moderntechno.de/index.php/meit/issue/view/meit31-04/meit31-04 Alexiadis, Georgios (2008). Zwischensprachliche Interferenzerscheinungen innerhalb der kontrastiven Linguistik und der Neurolinguistik am Beispiel Deutsch Dissertation zur Erlangung des Doktorgrades der philologisch-historischen Fakultät der Universität Augsburg. Augsburg. 163 S. Flege, J. E., Yeni-Komshian, G. H. & Liu, S. (1999). Age constraints on second-language acquisition. Journal of Memory and Language, 41(1), pp.78-104.
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Arifin, Win Listyaningrum. „The Difference of Second/ Foreign Language Acquisition and Learning for Adults and Children (A Qualitative Study on Steinberg’s Research (1982 and 1993))“. Journal of English Teaching and Learning Issues 3, Nr. 2 (18.12.2020): 99. http://dx.doi.org/10.21043/jetli.v3i2.8891.
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This paper is based on the research by Steinberg in 1982 and 1993 to answer the question of how children and adults control second/foreign languages with the focus on giving more reasonable answers whether the children are better than adults in the mastery. The process of obtaining second language can be from the natural/social/acquisition and from class/learning. The learner's internal factors such as the role of the first language, motivation, and attitudes are also very important in determining the success of second language acquisition. Steinberg et al. try to draw the conclusion that the decrease in memory power for learners is associated with age. Age cannot be a benchmark for the success rate of mastering a second/foreign language other than mother tongue as long as the involved people have desire to use the foreign language or the second language for the purpose of integrating and socializing.
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Markey, Michael. „Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland“. Journal of Immersion and Content-Based Language Education 10, Nr. 1 (28.03.2022): 33–61. http://dx.doi.org/10.1075/jicb.19014.mar.
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Abstract This article looks at how bilingual students harness previous language experience when learning a new language. Research generally affirms that higher second language proficiency is linked to higher levels of proficiency in subsequent language learning and greater use of previously acquired language skills. In the Irish context, however, the varied nature of acquiring/learning languages and perceptions of linguistic distance potentially hinder students in mobilizing their experience with English and Irish when learning foreign languages at school. The study presented here examines how bilingual language experience can be harnessed through analysis of quantitative and qualitative data from English-medium and Irish-medium secondary school students in Ireland, focusing on how they identify and deploy elements of this experience when learning French via the elaboration of strategies and use of metalinguistic awareness. Beyond measures of proficiency, findings show the need for pedagogical tools that allow students to fully exploit their previous language experience.
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Huang, Bohan. „Exploring Language Transfer of Learning French as a Second Foreign Language under the Theory of Trilingual Acquisition“. Journal of Education, Humanities and Social Sciences 42 (17.12.2024): 925–33. https://doi.org/10.54097/46y6qm43.
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Chinese universities provide courses in learning French as second language to undergraduate English majors. French plays an important role in the professional courses for undergraduate English majors as a choice for second foreign language courses. Based on the trilingual acquisition theory, this study focuses on the phenomenon of language transfer in learning French as a second language from the perspective of learners. Through the research and analysis of the phenomenon of the transfer of English majors' second foreign language, the influential factors of the transfer of English majors' second foreign language are obtained. Meanwhile, through the empirical research of English majors' second-foreign language French learning, the influence of language transfer on the second foreign French learning has been summarized. In addition, the current situation and obstacles to English majors' second foreign language learning are studied and some learning suggestions are given. Finally, the research results, limitations, and prospects are listed.
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Vitanova, Gergana. „Dialogue in second language learning and teaching“. Language and Dialogue 3, Nr. 3 (22.11.2013): 388–402. http://dx.doi.org/10.1075/ld.3.3.03vit.
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The paper contextualizes the concepts of dialogue and dialogism, as outlined by Bakhtin’s framework, in the fields of second language acquisition and applied linguistics. Specifically, it shows how dialogism could be applied to three distinct, but interconnected contexts: the context of immigrant second language learners, second and foreign language teacher education, and the increasingly important area of English as an international language. The paper argues that viewing language learners’ and their teachers’ identities as dialogic constructions and, particularly, the texts they produce as examples of active dialogic activities can help researchers and practitioners understand the active, agentive nature of the process of language acquisition better.
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Kwok, Chung Kam, und Lorna Carson. „Integrativeness and intended effort in language learning motivation amongst some young adult learners of Japanese“. Language Learning in Higher Education 8, Nr. 2 (25.09.2018): 265–79. http://dx.doi.org/10.1515/cercles-2018-0016.
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AbstractSince the 1990s, many researchers in the field of Second Language Acquisition (SLA) have become focused on second/foreign language learners’ motivation to learn a language, and the role of motivation in determining future success. However, much of the research agenda has revolved around the acquisition of English as an Additional Language, and target languages other than English have been under-researched. This paper reports on a survey study designed to investigate the motivation of 84 beginner learners of Japanese learning the language in a university language centre evening programme. Examining the relationship between learners’ intended effort and six motivational orientations commonly used in SLA motivational studies using multiple linear regression, this study found that integrativeness was the only variable that contributed to learning motivation. This finding is in distinct contrast to studies focused on English learning where the ideal L2 self has often been found to be the best predictor of motivation. While it is far from sufficient to draw a conclusion that Japanese learning motivation is different from that of English based on one study, the current study does point to the key role of cultural identification in second/foreign language motivation, consistent with a small group of other motivational studies conducted in the context of Languages Other than English (LOTEs).
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Meniado, Joel C. „Second Language Acquisition: The Case of Filipino Migrant Workers“. Advances in Language and Literary Studies 10, Nr. 1 (28.02.2019): 47. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.47.
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Many Filipino migrant workers (overseas Filipino workers) in their status as adult learners struggle in learning the local language of their host countries to native-like proficiency level. With the aim of establishing a second language (L2) acquisition pattern that may be useful in designing responsive adult training and welfare programs, this study examines how these workers acquire their L2s and what factors influence their rate and success in L2 learning. Utilizing mixed methods research design with 15 overseas Filipino workers as samples who learned various local languages in 10 different host countries, this study reveals that immersion and actual use of the target language in authentic communicative situations can make language acquisition easier. Findings of this study also confirm that instrumental and integrative motivation coupled with strong target language (TL) community support can make L2 learning faster, while old age and non-necessity of the L2 at work can make the whole process slower. In terms of communication strategies, findings show that syntactic avoidance is the most common communication strategy used, followed by direct appeal to authority (native speakers) and use of gestures, facial expressions, and translation tools. As foreign workers, their motivational orientations in learning their L2 are for employment, cultural understanding, and cultural integration. Implications of these findings are discussed in relation to second language teaching among adult language learners and overseas workers.
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Dugan, James E. „Second language acquisition and schizophrenia“. Second Language Research 30, Nr. 3 (03.06.2014): 307–21. http://dx.doi.org/10.1177/0267658314525776.
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Schizophrenia is a complex mental disorder that results in language-related symptoms at various discourse levels, ranging from semantics (e.g. inventing words and producing nonsensical strands of similar-sounding words) to pragmatics and higher-level functioning (e.g. too little or too much information given to interlocutors, and tangential discourse). Most of the literature concerning people with schizophrenia who acquire a second or foreign language suggests that these linguistic deficits are not as prominent (in some instances, altogether absent) when patients use their non-dominant language, a phenomenon that has been used to support different claims posited by psychologists and linguists about schizophrenia and second language learning alike. This review explores the relationship between second language acquisition and schizophrenia, and discusses how empirical findings regarding multilingual individuals with a diagnosis of schizophrenia inform current notions regarding second language acquisition.
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Kiziltepe, Z. „Attitudes and Motivation of Turkish EFL Students towards Second Language Learning“. ITL - International Journal of Applied Linguistics 129-130 (01.01.2000): 141–68. http://dx.doi.org/10.1075/itl.129-130.01kiz.
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This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course. Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.
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Ceytlin, Stella N., und Tatiana A. Kruglyakova. „Case system in learning Russian as a first and second foreign language“. Russian Language Studies 22, Nr. 1 (04.06.2024): 135–49. http://dx.doi.org/10.22363/2618-8163-2024-22-1-135-149.
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The task of creating innovative technologies for teaching Russian as a native, as a non-native and as a foreign language, taking into account the age of students, their cognitive abilities and features of the first language, is relevant. The solution of this problem requires a fundamental psycholinguistic study of the processes accompanying the formation of the language mechanisms of children and adults. The aim of this research is to specify the ideas about mastering the category of Russian case in various conditions of language acquisition. The method of comparative analysis of the processes of mastering Russian case in monolingualism, simultaneous child bilingualism, studying Russian as a foreign language and Russian language acquisition by a foreign-speaking child in the process of communication, was used. The material was collected during longitudinal observation of the speech of primary school students from St. Petersburg, who were native speakers of Turkic and Caucasian languages. The classification of errors in selecting and constructing case forms is proposed. The ways of access to the mental lexicon and the mechanisms of procedural grammar rules formation are described. The conclusion is that there is the imbalance between the cognitive and communicative development of a foreign child and the level of language proficiency, which leads to a detailed, but grammatically unformed statement, characteristic of a successive natural bilingual. When Russian-speaking child resorts to retrieving ready-made frameworks of prepositional case constructions from memory, the foreign child independently constructs them in speech, preferring to use basic and reduced forms. In the future, it is necessary to develop a unified toolkit for studying grammar mechanisms formation and to increase the empirical base of the study. The information about speech ontogenesis obtained as a result of the study must be taken into account for developing scientifically based methods of teaching Russian as a non-native language and as a foreign language.
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Laiveniece, Diāna, und Linda Lauze. „Students’ Linguistic Attitude Towards Language Mistakes/Errors in Learning and Using a Foreign Language“. Sustainable Multilingualism 21, Nr. 1 (01.12.2022): 227–48. http://dx.doi.org/10.2478/sm-2022-0019.
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Summary As the intensity of communication increases, the number of language mistakes/errors increases. Nowadays, the acquisition and use of a foreign language often takes place in parallel, and language mistakes/errors are a natural part of this process but this does not mean that they must be tolerated. The study is based on the results of a sociolinguistic survey obtained in 2018 and 2019. 253 students of four Universities and specialties, as well as different study levels from Liepāja, Ventspils and Rīga participated in the survey anonymously. Most of the respondents indicated that Latvian was their mother tongue; for a small number of participants, it was a second language or a foreign language. The surveyed students also differed in the type and number of foreign languages acquired. The present paper is the second part of a wider study (see the results of the first stage of the research by Laiveniece and Lauze, 2020). The aim of this paper is to characterize students’ linguistic attitude towards language errors in learning and using a foreign language: how to evaluate errors, whether errors are generally permissible, what affects them, and how to eliminate them. In the course of the research, an assumption emerged: the more foreign languages are learned, the more tolerant the linguistic attitude is towards mistakes/errors that are made when speaking a foreign language. However, the analysis of the questionnaire findings did not confirm this. Most of the respondents attributed errors to the language learning process. Whether or not errors were made when speaking a foreign language was determined by the situation and purpose of the communication, as well as the level of language acquisition.