Thematische Bibliographien / Second language acquisition

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Second language acquisition“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Second language acquisition"

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Ahibalova, Tetiana. „FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION“. Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, Nr. 6(74) (27.06.2019): 150–53. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-150-153.

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McLaughlin, Barry, und Michael Harrington. „Second-Language Acquisition“. Annual Review of Applied Linguistics 10 (März 1989): 122–34. http://dx.doi.org/10.1017/s0267190500001240.

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As H. Douglas Brown pointed out in his review (1980), the field of second language acquisition [SLA] has emerged as its own discipline in the 1980s. A somewhat eclectic discipline, research in SLA involves methodologies drawn from linguistics, sociolinguistics, education, and psychology. Theoretical models are equally diverse (McLaughlin 1987), but in general a distinction is possible between representational and processing approaches (Carroll in press). Representational approaches focus on the nature and organization of second-language knowledge and how this information is represented in the mind of the learner. Processing approaches focus on the integration of perceptual and cognitive Processes with the learner's second-languages knowledge. This distinction is used here for purposes of exposition, although it is recognized that some approaches combine both representational and processing features, as any truly adequate model of second-language learning must.
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Kaplan, Robert B., und Wolfgang Klein. „Second Language Acquisition“. Language 64, Nr. 4 (Dezember 1988): 822. http://dx.doi.org/10.2307/414588.

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Juffs, Alan. „Second language acquisition“. Wiley Interdisciplinary Reviews: Cognitive Science 2, Nr. 3 (22.09.2010): 277–86. http://dx.doi.org/10.1002/wcs.106.

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Hubackova, Sarka, und Ilona Semradova. „Two ways of second language vocabulary acquisition“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 1 (28.06.2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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Bernhardt, Elizabeth B., und Stephen D. Krashen. „Second Language Acquisition and Second Language Learning“. Modern Language Journal 73, Nr. 4 (1989): 483. http://dx.doi.org/10.2307/326882.

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Hawkins, Roger, und Richard Towell. „Second language acquisition research and the second language acquisition of French“. Journal of French Language Studies 2, Nr. 1 (März 1992): 97–121. http://dx.doi.org/10.1017/s0959269500001174.

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AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition researchers are interested in questions bearing not only on the influence of the L 1, but also on the degree of systematicity in L 2 development, the role that L 1, but also on the degree of systematicity in L 2 development, the role that conscious knowledge plays, the sources of variability in second language speaker performance, the ultimate levels of success achieved by L 2 learners of different ages, and individual differences between learners. The purpose of this article is to present what the authors believe to be some of the key issues which characterise current second language acquisition research, and to consider those issues within the specific context of the acquisition of French as second language.
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Zähner, Christopher. „Second language acquisition and the computer: variation in second language acquisition“. ReCALL 7, Nr. 1 (Mai 1995): 34–48. http://dx.doi.org/10.1017/s0958344000005097.

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In this paper I will argue that learner variation in second language acquisition poses a potentially serious problem for the successful design and application of CALL and ICALL software'. Whereas a teacher is able to use direct and immediate feedback from students to adapt to different learning styles, rates of progress and acquisition paths, the possibilities of computer software are much more limited.
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Жуманиёзова, М. „Age and second language acquisition“. Ренессанс в парадигме новаций образования и технологий в XXI веке 1, Nr. 1 (24.11.2023): 374–77. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp374-377.

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Age has been considered as a crucial factor in acquiring second languages successfully as well as in acquiring first language. In this article, there is given some studies and guidance with reference to age and language acquisition. And the aim of this article is to differentiate the age factors
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Alonso, Rosa Alonso. „L1 influence on Second Language Acquisition and Teaching“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 9 (06.04.2017): 136–49. http://dx.doi.org/10.18844/gjhss.v2i9.1094.

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Dissertationen zum Thema "Second language acquisition"

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Choi, Myong Hee. „The acquisition of wh-in-situ constructions in second language acquisition“. Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899150/viewonline.

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Prévost, Philippe. „Truncation in second language acquisition“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ44557.pdf.

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Prévost, Philippe 1966. „Truncation in second language acquisition“. Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34766.

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In this thesis, I argue that early child second language (L2) grammars allow truncation, on a par with proposals by Rizzi (1993/1994) and Haegeman (1995) for first language (L1) acquisition. This account (the Truncation Hypothesis) holds that Rizzi's (1994) Root Principle, according to which root declaratives are CPs, is initially underspecified in L2 systems (for processing reasons). This means that the root of main declaratives will not systematically be CP. Instead, different types of roots should be projected, such as CP, IP or VP, with VP underlying root infinitives. If one further assumes that functional categories are present in early grammars, the possibility of truncation can thus account for optionality of verb-movement and finiteness in early SLA, and more generally for why such categories seem to be optionally projected initially (Vainikka & Young-Scholten, 1994; 1996; Eubank, 1992; 1993/1994; 1996).
Predictions based on the Truncation Hypothesis were tested against longitudinal spontaneous production data from child and adult L2 learners. There were two child and two adult learners of L2 French (whose L1s were English and Arabic) and two child two adult learners of L2 German (native speakers of Romance pro-drop languages). The findings suggest that the distribution of finite and nonfinite verbs is structurally determined in L2 child grammar, i.e. tenseless verbs only appear when VP is the root, while finite verbs are found when functional categories are projected. This in turn means that children project truncated structures in early L2 acquisition. I argue that no other theory of the nature of early L2 grammars is able to account for the full range of properties of the child L2 data.
The adult data are less conclusive concerning the possibility of truncation in adult L2 grammars. In particular, the learners seem to use infinitival markers as substitutes for finite inflections, which means that nonfinite verbs are found in contexts which are not predicted by the Truncation Hypothesis. The difference between the child and adult learners is attributed to problems that adults may have in mapping the syntactic and morphological systems (Lardiere, 1996), and not to a discrepancy in syntactic knowledge.
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Lacerda, Adriana Campbell Santos de. „Teenagers'motivation in second language acquisition“. reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/95741.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2011
Made available in DSpace on 2012-10-26T05:30:55Z (GMT). No. of bitstreams: 1 298672.pdf: 494099 bytes, checksum: e9d2e3ac265a053f38d186d6a33488e1 (MD5)
Considerando que a motivação é um fator de grande importância no processo de aquisição de uma segunda língua/língua estrangeira por gerar interesse em iniciar a aprendizagem da mesma e também por mantê-la durante todo o processo (Dornyei, 2005), o objetivo da pesquisa aqui proposta foi investigar a motivação dos alunos adolescentes em relação às suas aulas de Inglês e verificar a opinião dos seus professores em relação à motivação dos mesmos e seus comportamentos em sala de aula. A pesquisa foi realizada com duas coordenadoras, quatro professoras de Inglês e duzentos e trinta e sete alunos, de uma escola pública e de uma escola particular de Joinville, Santa Catarina, Brasil. O estudo procurou oferecer uma visão geral de alguns aspectos teóricos da motivação que são relevantes no processo de aquisição de uma segunda língua para os adolescentes, buscando discutir a relação existente entre o processo de aquisição de uma segunda língua, a adolescência e o impacto desta relação em tal aprendizado, considerando as diferenças individuais e os fatores afetivos, principalmente a motivação. O método utilizado na pesquisa consistiu de entrevistas semi-estruturadas, feitas com as coordenadoras e professoras, e de questionários, aplicados aos alunos. Os resultados sugerem que há uma dissonância entre o pensamento da maioria dos professores de Inglês, que acreditam que seus alunos normalmente se mostram desmotivados durante as suas aulas, e o que foi relatado pelos alunos. A análise dos dados também indica que o meio sócio-econômico e cultural dos alunos pode influenciar a motivação dos mesmos, uma vez que os alunos da escola particular, os de classe média, mostraram ter uma motivação extrínseca em relação ao aprendizado da língua inglesa, enquanto os da escola pública, os menos privilegiados, demonstraram ter uma motivação intrínseca. Tais resultados corroboram a hipótese de Dornyei (2001b) de que a motivação para aprender uma segunda língua é uma situação complexa, já que a aprendizagem de uma língua não é somente uma atividade educacional, mas também envolve questões sociais e culturais.
Considering that motivation is of great importance in the process of acquiring a second/foreign language, whereas it is responsible for providing the primary interest in initiating L2 learning and also for maintaining it throughout the process (Dornyei, 2005), the aim of the research here proposed was to investigate the teenagers# motivation towards their EFL classes and their teachers# opinions about their motivation and overall behavior in class. The research was carried out with two coordinators, four English teachers and two hundred and thirty-seven students from a public and a private school in Joinville, Santa Catarina, Brazil. The study attempted to provide an overview of some theoretical aspects of motivation that seem to be particularly relevant in the adolescent learners# process of learning a foreign language, discussing the relation between SLA, the adolescence and its impact in the SLA process, considering individual differences and affective factors, especially motivation. The method used in the research consisted of semi-structured interviews with the coordinators and teachers, and questionnaires administered to the students. The results suggest that there is a mismatch between the teachers# thoughts about adolescent students# motivation and the way they really feel in their EFL classes. Although English teachers, in general, usually believe that teenagers seem not to be motivated, the data collected showed that most of the participants of this study like their English classes and feel motivated towards them. The study also indicates that the socio-economic and cultural milieu of the students may influence their overall motivation, since the students from the private school, so the middle-class ones, showed extrinsic motivation for learning English, while the ones from the public school, the less privileged ones, showed intrinsic motivation. These findings corroborate Dornyei#s (2001b) assumption that motivation to learn a language is a complex situation, as language learning is not only an educational activity, but also involves social and cultural issues.
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Guillory, Helen E. (Helen Elizabeth). „Computer Applications to Second Language Acquisition“. Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc504628/.

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This thesis is intended to give a panorama of technology in foreign language pedagogy. Although my field of study is French, the computer applications under scrutiny do not relate solely to the teaching of French. This paper begins with a criticism of the rigid listen-and-repeat language laboratory concept while tracking the rise of communicative language learning theory; follows the microprocessor revolution in language consoles; documents the development of computer-assisted instruction; showcases software evaluations of computer-assisted language learning; explores telecommunications; discusses satellite dishes and other computer peripherals; presents the results of a survey of Texas universities; and concludes with the presentation of the evolving language media center.
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Hsieh, Fang-Yen. „Relative clause acquisition in second language Chinese and second language English“. Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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Matsumoto-Sturt, Yoko. „Second language acquisition of Japanese orthography“. Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.

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The aim of this thesis is to address issues on second language (L2) acquisition of Japanese orthography. In particular, I investigate L2 acquisition of reading and writing in Japanese with special attention paid to how linguistic and perceptual difficulties influence lexical processes involved in reading and writing by English-speaking learners of Japanese. I first establish that L2 spelling problems are found in writing by keyboard. Evidence is presented from error patterns of L2 language used in a small self-constructed L2 error corpus that was gathered according to originally set external criteria. Next, I demonstrate that there are predictable error causes as well as general linguistic and perceptual problems among L2 writers. Real-time observational data illustrates how and when L2 writers make spelling mistakes with the keyboard, and an analysis of verbal protocol data reveals L2 writing strategies. Third, I turn to the domain of L2 perception and L1-specific listening strategies. I show the different patterns of learners’ perceived rhythmic units in terms of L2 Moraic Awareness of Japanese words, and determine the extent of the use of L1-specific listening strategies. Fourth, I provide a general picture of Interlanguage (IL) lexical representations in reading and spelling. Evidence from novel and existing experimental work is presented which shows that L2 writer’s linguistic problems are reflected in their written products. I present an account of a typical learner strategy of sub-lexical reading and writing. Finally, in the domain of visual kanji recognition, visual attention is addressed. An originally defined phenomenon of ‘kanji illusion’ leads to the interesting result that linguistic factors are not solely responsible for failures to notice kanji errors. This represents a new kind of explanation for L2 kanji reading difficulties, from a psycholinguistic perspective.
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Schuwerk, Timothy Andrew. „MORPHEME ACQUISITION IN SECOND LANGUAGE LEARNERS“. Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4451.

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This study explored morpheme acquisition in learners of English as a Second Language (ESL). Specifically, it looked at the development of eight selected individuals from Korea over the course of an intensive 8-week instruction program and tracked their acquisition of three specific English morphemes: indefinite articles used with singular count nouns, progressive -ing forms, and third person -s markers. The individuals were given an assessment test to place them at the correct level within the program prior to their selection for the study. The participants provided four sets of data in the form of writing samples at fixed intervals during the eight weeks. The results were evaluated and documented in the pages that follow. Improvement was shown in raw performance data on the morphemes, and a significant correlation was found for both the indefinite article and progressive -ing morphemes in number of correct responses.
M.A.
Department of Foreign Languages and Literatures
Arts and Sciences
Foreign Languages and Literatures
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Medina, Erica. „Individual Differences in Second Language Acquisition“. Thesis, The American University of Paris (France), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13871585.

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Second language acquisition can be defined as the process in which language learning occurs through the formal study of rules, patterns, and conventions which enable one to talk about and consciously or unconsciously apply the knowledge gained. Individual differences, along with linguistic input, play a key part in the process of second language acquisition. Studies such as the VILLA Project focus on the exposure conditions and the content of the input leading to initial contact in the process of second language acquisition. Participants’ individual differences in the categories of motivation and individual learning style for Francophone students served as the control variables, and the form-based versus meaning-based input as the experimental variable. In comparison to their German and Dutch counterparts, neither the Francophone meaning nor form based groups presented any significant results based on these specific individual differences in their acquisition of Polish in the word formation tasks. Further study should be conducted on other individual differences and their role in the acquisition process.

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Ionin, Tania. „Article semantics in second language acquisition“. Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/7963.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2003.
Includes bibliographical references (p. 311-318).
This thesis examines article choice and parameter-setting in second language (L2) acquisition. It argues, on the basis of L2-English elicitation and production data, that L2- learners have access to UG-based semantic distinctions governing article choice, but do not know which distinction is appropriate for English. A Fluctuation Hypothesis (FH) is proposed, according to which L2-learners fluctuate between different parameter settings until the input leads them to set the parameter to the target value. The thesis proposes that articles cross-linguistically may encode definiteness or specificity. The definition of specificity that is adopted is based on Fodor and Sag's (1982) view of specificity as speaker intent to refer. The behavior of referential this, a specificity marker in colloquial English, is examined, and it is proposed that the definition of specificity incorporates the concept of noteworthy property. An Article Choice Parameter is next proposed, which governs whether articles in a given language are distinguished on the basis of definiteness or on the basis of specificity. While English has the Definiteness setting of this parameter, it is suggested, on the basis of data from Mosel and Hovdhaugen (1992), that Samoan has the Specificity setting. It is hypothesized, in accordance with the FH, that L2-learners fluctuate between the two settings of the Article Choice Parameter. This hypothesis leads to the prediction that L2- English errors of article use should come in two types: overuse of the with specific indefinites and overuse of a with non-specific definites. These predictions are examined in a series of studies with adult speakers of Russian and Korean, two languages with no
(cont.) articles. The empirical data confirm the predictions, and show that L2-English article choice is not random but reflects access to the two settings of the Article Choice Parameter. The same patterns of results are found for L-Russian and L-Korean speakers, and it is shown that the results are not attributable to LI-transfer. On the basis of these findings, it is concluded that L2-learners have direct UG-access to semantic distinctions underlying article choice. The data also provide evidence for the existence of a specificity distinction which cross-cuts the definiteness distinction.
bu Tania Ruth Ionin.
Ph.D.
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Bücher zum Thema "Second language acquisition"

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Snape, Neal, und Tanja Kupisch. Second Language Acquisition. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-36707-5.

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Gass, Susan M., Jennifer Behney und Luke Plonsky. Second Language Acquisition. Fifth edition. | New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315181752.

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Ortega, Lourdes. Second language acquisition. Milton Park, Abingdon: Routledge, 2010.

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H. G. Widdowson (Series Editor), Hrsg. Second Language Acquisition. USA: Oxford University Press, 1997.

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Ellis, Rod. Second language acquisition & language pedagogy. Clevedon: Multilingual Matters, 1992.

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Peter, Jordens, und Lalleman Josine A, Hrsg. Investigating second language acquisition. Berlin: Mouton de Gruyter, 1996.

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Rocca, Sonia. Child second language acquisition. Amsterdam: John Benjamins, 2007.

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Ellis, Rod. Understanding second language acquisition. Oxford: Oxford University Press, 1985.

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Lightbown, Patsy. Language acquisition. [Québec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Lightbown, Patsy. Language acquisition. [Québec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Buchteile zum Thema "Second language acquisition"

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Gass, Susan. „Second Language Acquisition“. In Language Acquisition, 109–39. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230240780_6.

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O'Grady, William, und Myong Hee Choi. „Second Language Acquisition“. In The Handbook of Korean Linguistics, 355–72. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118371008.ch20.

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Kim, Jeong-Young. „Second Language Acquisition“. In The Handbook of Korean Linguistics, 373–88. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118371008.ch21.

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Byon, Andrew Sangpil. „Second Language Acquisition“. In The Handbook of Korean Linguistics, 389–404. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118371008.ch22.

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Huebner, Thom. „Second language acquisition“. In Cross Currents in Second Language Acquisition and Linguistic Theory, 3. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/lald.2.03hue.

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Spada, Nina, und Patsy M. Lightbown. „Second language acquisition“. In An Introduction to Applied Linguistics, 111–27. Third edition. | Milton Park, Abingdon, Oxon; New York, NY : Routledge, 2019. |Previous edition published by Hodder Education, 2010. |Includes bibliographical references and index. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429424465-7.

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Tatham, Mark, und Katherine Morton. „Second Language Acquisition“. In Speech Production and Perception, 270–77. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230513969_11.

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Lewis, Lezley Collier, Annie Rivera und Debbie Roby. „Second Language Acquisition“. In Identifying & Serving, 3–19. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235651-2.

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Snape, Neal, und Tanja Kupisch. „Introduction“. In Second Language Acquisition, 1–3. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-36707-5_1.

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Snape, Neal, und Tanja Kupisch. „An Introduction to Linguistic Terms“. In Second Language Acquisition, 4–30. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-36707-5_2.

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Konferenzberichte zum Thema "Second language acquisition"

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Settles, Burr, Chris Brust, Erin Gustafson, Masato Hagiwara und Nitin Madnani. „Second Language Acquisition Modeling“. In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-0506.

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Applin, Anne Gates. „Second language acquisition and CS1“. In the thirty-second SIGCSE technical symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/364447.364579.

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Jun, Sun-Ah, und Mira Oh. „Acquisition of second language intonation“. In 6th International Conference on Spoken Language Processing (ICSLP 2000). ISCA: ISCA, 2000. http://dx.doi.org/10.21437/icslp.2000-754.

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Oba, Miyu, Tatsuki Kuribayashi, Hiroki Ouchi und Taro Watanabe. „Second Language Acquisition of Neural Language Models“. In Findings of the Association for Computational Linguistics: ACL 2023. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.findings-acl.856.

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Arkhipova, Maria V., Ekaterina E. Belova, Elena V. Zhulina, Yulia A. Gavrikova, Daria S. Bruzgina, Anna N. Petrova und Ekaterina A. Patrusheva. „Educational gamification in second language acquisition“. In PROCEEDINGS OF THE 2ND INTERNATIONAL INTERDISCIPLINARY SCIENTIFIC CONFERENCE “DIGITALIZATION AND SUSTAINABILITY FOR DEVELOPMENT MANAGEMENT: ECONOMIC, SOCIAL, AND ENVIRONMENTAL ASPECTS”. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0182526.

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Ming, Zhu. „Individual Differences in Second Language Acquisition“. In Proceedings of the 2019 3rd International Seminar on Education, Management and Social Sciences (ISEMSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/isemss-19.2019.57.

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Chen, Shuang, Min Tang und Mingdan Zheng. „Incidental Acquisition and Intentional Learning in Second Language Acquisition“. In 2021 International Conference on Public Relations and Social Sciences (ICPRSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.202.

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Xuejuan, Luo. „Study on Third Language Acquisition under Second Language Environment“. In International Conference on Information System and Management Engineering. SCITEPRESS - Science and Technology Publications, 2015. http://dx.doi.org/10.5220/0006025803430346.

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Savchenko, Tatiana. „INTEGRATING POETRY INTO THE FOREIGN LANGUAGE CLASSROOM FROM THE POINT OF VIEW OF SECOND LANGUAGE ACQUISITION“. In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-8.

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The article deals with the theoretical foundations of foreign language acquisition which are related to the integration of poetic texts into foreign language teaching. The article defines poetic text and its role in foreign language teaching and focuses on the selected foreign language acquisition theories and their interconnectedness with using poetic texts in the teaching of foreign languages.
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„A SERIOUS GAME FOR SECOND LANGUAGE ACQUISITION“. In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003338503940397.

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Berichte der Organisationen zum Thema "Second language acquisition"

1

Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Fort Belvoir, VA: Defense Technical Information Center, Juni 1994. http://dx.doi.org/10.21236/ada282713.

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Bess, Dee. The Constraints of a Typological Implicational Universal for Interrogatives on Second Language Acquisition. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6962.

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3

Sahat, Nazatul S., Xiao Lin Xia, Yang Yang Liu und Yu Lin Kang. Visualizing the Effects of Emotions on Foreign Language Learning and Second Language Acquisition: A Bibliometric and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2023. http://dx.doi.org/10.37766/inplasy2023.11.0062.

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper und Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, Januar 1987. http://dx.doi.org/10.21236/ada192006.

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5865.

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Foged, Mette, und Cynthia van der Werf. Access to Language Training and the Local Integration of Refugees. Inter-American Development Bank, Mai 2023. http://dx.doi.org/10.18235/0004897.

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This paper examines whether language classes raises refugees' language proficiency and improves their socio-economic integration. Our identification strategy leverages the opening, closing, and gradual expansion of local language training centers in Denmark, as well as the quasi-random assignment of the refugees to locations with varying proximity to a language training center. First, we show that refugees' distance from the assigned language training center is as good as random conditional on initial placement. Second, we show that a one-hour decrease in commuting time increases total hours of class attended by 46 to 71. Third, we use this novel identification strategy to show that 100 additional hours of language class increases fluency in the Danish language by 8-9 percent, post-language training human capital acquisition by 11-13 percent and improve the integration of the refugees in the communities where they were initially placed, as measured by the lower exit rates from those same communities and an almost 70 percent reduction in mobility to the largest, most immigrant-dense cities in Denmark.
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7

O'Malley, J. M., R. P. Russo und A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Fort Belvoir, VA: Defense Technical Information Center, Mai 1985. http://dx.doi.org/10.21236/ada160395.

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