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Thematische Bibliographien / Second language acquisition / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Second language acquisition“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 9. Juni 2025

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1

Ahibalova, Tetiana. "FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 6(74) (June 27, 2019): 150–53. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-150-153.

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2

Aziz, Jurana. "Analyzing Errors in Second Language Acquisition." Dhaka University Journal of Linguistics 4, no. 7-8 (November 30, 2014): 157–66. https://doi.org/10.70438/dujl/478/0009.

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In a learning context, an error is very common. When we want to acquire knowledge an error occurs very often. We may say that by making an error, learning is well achieved. Error teaches our learners to perform better and helps the learning strategies to reach certain goal. This paper aims to focus on how error occurs in different learning contexts especially in the second language acquisition. Then it emphasizes some of the common issues related to error analysis and finally it examines how to overcome those problems for which a learning environment becomes erroneous.

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3

McLaughlin, Barry, and Michael Harrington. "Second-Language Acquisition." Annual Review of Applied Linguistics 10 (March 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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4

Kaplan, Robert B., and Wolfgang Klein. "Second Language Acquisition." Language 64, no. 4 (December 1988): 822. http://dx.doi.org/10.2307/414588.

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5

Juffs, Alan. "Second language acquisition." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 3 (September 22, 2010): 277–86. http://dx.doi.org/10.1002/wcs.106.

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6

Hubackova, Sarka, and Ilona Semradova. "Two ways of second language vocabulary acquisition." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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7

Bernhardt, Elizabeth B., and Stephen D. Krashen. "Second Language Acquisition and Second Language Learning." Modern Language Journal 73, no. 4 (1989): 483. http://dx.doi.org/10.2307/326882.

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8

Hawkins, Roger, and Richard Towell. "Second language acquisition research and the second language acquisition of French." Journal of French Language Studies 2, no. 1 (March 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, no. 1 (May 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, no. 1 (November 24, 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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11

Hadley, Alice Omaggio, and Rod Ellis. "Instructed Second Language Acquisition." Modern Language Journal 76, no. 2 (1992): 231. http://dx.doi.org/10.2307/329778.

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12

Slabakova, Roumyana. "Adult second language acquisition." Linguistic Approaches to Bilingualism 3, no. 1 (February 25, 2013): 48–72. http://dx.doi.org/10.1075/lab.3.1.03sla.

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This review article selects and elaborates on the important issues of adult second language acquisition research in the second decade of the twenty-first century. The fundamental question of whether adult second language acquisition and child first language acquisition are similar or different is addressed throughout the article. The issues of a critical period for acquisition, the importance of the linguistic input, and processing are discussed. Generative as well as usage-based perspectives are considered. Future research concerns and promising areas of investigation are proposed.

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13

Gass, Susan M. "Second Language Vocabulary Acquisition." Annual Review of Applied Linguistics 9 (March 1988): 92–106. http://dx.doi.org/10.1017/s0267190500000829.

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Second language acquisition research has historically been influenced by the field of linguistics, not only in terms of theoretical inisghts, but also in terms of the emphasis placed on varioustopics. Within linguistics, the lexicon has taken on a secondary role in terms of theory construction; within second language acquisition, the rift between studies of the lexicon and theory construction seems to be even greater. While it is no longer possible to say that the lexicon is the ‘neglected component’ of second language acquisition research, it does appear to be the case that most lexical studies are not centrally concerned with the establishment of a theory of the lexicon; rather, the majority deal with descriptive aspects of the lexicon.

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Digeser, Andreas. "Understanding second language acquisition." System 16, no. 2 (January 1988): 225–30. http://dx.doi.org/10.1016/0346-251x(88)90038-3.

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15

Abdurasulova, Kamola Komiljonovna. "Understanding Second Language Acquisition." Multidisciplinary Journal of Science and Technology 5, no. 3 (March 15, 2025): 323–25. https://doi.org/10.5281/zenodo.15029819.

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Second language acquisition (SLA) is a multifaceted process that extends beyond communication, offering cognitive, professional, and cultural benefits. Unlike first language acquisition, SLA follows distinct stages, including the silent period, early production, speech emergence, intermediate fluency, and advanced fluency. However, progression is not always linear, as various linguistic skills develop at different rates. Several factors influence the effectiveness of language learning, including age, language distance, motivation, learning environment, and individual differences. Multiple theories attempt to explain SLA, ranging from Chomsky’s Universal Grammar to Krashen’s Input Hypothesis and Vygotsky’s Sociocultural Theory, each highlighting different cognitive and social mechanisms. As research in SLA continues to evolve, it enhances our understanding of how language learning can be optimized for diverse learners in various contexts. Ultimately, acquiring a second language is a transformative experience that fosters cognitive growth, career opportunities, and cross-cultural competence.

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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, no. 9 (April 6, 2017): 136–49. http://dx.doi.org/10.18844/gjhss.v2i9.1094.

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17

Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (June 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.

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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.

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18

Cumming, Alister, Bill Vanpatten, and James F. Lee. "Second Language Acquisition/Foreign Language Learning." Modern Language Journal 75, no. 2 (1991): 240. http://dx.doi.org/10.2307/328836.

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19

Bernhardt, Elizabeth B., and Rod Ellis. "Second Language Acquisition and Language Pedagogy." Modern Language Journal 77, no. 3 (1993): 373. http://dx.doi.org/10.2307/329109.

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20

Gass, Susan M. "Language Universals and Second-Language Acquisition*." Language Learning 39, no. 4 (December 1989): 497–534. http://dx.doi.org/10.1111/j.1467-1770.1989.tb00901.x.

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21

Broselow, Ellen. "LANGUAGE UNIVERSALS AND SECOND-LANGUAGE ACQUISITION." World Englishes 5, no. 1 (March 1986): 89–108. http://dx.doi.org/10.1111/j.1467-971x.1986.tb00643.x.

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22

Dey, Manna. "BOOK REVIEW: UNDERSTANDING SECOND LANGUAGE ACQUISITION." LLT Journal: A Journal on Language and Language Teaching 26, no. 1 (April 26, 2023): 408–10. http://dx.doi.org/10.24071/llt.v26i1.5953.

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Lourdes Ortega's "Understanding Second Language Acquisition" was first published by Routledge in 2008. Lourdes Ortega is an internationally renowned scholar in the field of second language acquisition and applied linguistics. Her work has been instrumental in advancing our understanding of the learning and acquisition of second languages. Lourdes Ortega’s Understanding Second Language Acquisition is an excellent resource for anyone interested in the study of second language acquisition (SLA). The book provides an in-depth exploration of the key concepts of SLA and offers a comprehensive overview of current research, theories, and approaches. It is a valuable resource for both language educators and students alike.

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23

Akhmetovna, Joldasbaeva Palzada. "Motivation in Second Language Learning." International Journal Of Literature And Languages 5, no. 4 (April 1, 2025): 94–97. https://doi.org/10.37547/ijll/volume05issue04-25.

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Success in learning a second language is frequently correlated with the idea of "motivation." The most common theory used to explain a language learner's success or failure is motivation. The research on motivation in second language acquisition (SLA) from reputable journals in the subject was compiled and reviewed in this work. The function of motivation as one of the most significant individual differences (IDs) in second/foreign language acquisition is examined, as are its interactions with second/foreign language learning. The larger thesis of this work is that context affects motivation and its structures, therefore every situation involving language learning has a different motivational model.

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24

Mayberry, Rachel I. "First-Language Acquisition After Childhood Differs From Second-Language Acquisition." Journal of Speech, Language, and Hearing Research 36, no. 6 (December 1993): 1258–70. http://dx.doi.org/10.1044/jshr.3606.1258.

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This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

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25

Liu, Zhiting. "English Teaching as A Second Language under the "Second Language Acquisition Theory"." Journal of Education and Educational Research 5, no. 2 (September 26, 2023): 24–26. http://dx.doi.org/10.54097/jeer.v5i2.12140.

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Due to the general low English performance, high school English teaching has become the key and difficult project of education and teaching in northwest China. Appropriate teaching methods will improve the teaching effect, and the guidance of "two language acquisition theory" is the breakthrough. proposed by Krasin in the 1980s, "two language acquisition theory" points out the difference between acquisition and learning, and believes that the learning effect after childhood is far less than that of acquisition, and unconscious learning activities are more conducive to stimulating students' interest in independent learning and directly promoting the acquisition of language knowledge. If teachers can effectively guide classroom activities through "unconscious immersion" and help students complete language acquisition and practice, then it will well mobilize students' learning enthusiasm and achieve the improvement of their grades.

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26

Mukaddas, Khamzayeva Fayzullayevna. "EMOTIONAL INTELLIGENCE ON SECOND LANGUAGE ACQUISITION." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 5 (June 1, 2023): 1247–52. https://doi.org/10.5281/zenodo.7994458.

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Multiple studies have been performed in the domain of second language learning, centering on the approaches and methods utilized by people to gain expertise in a language that is not their L1. Numerous academics have devised diverse experiments and hypotheses in an attempt to elucidate the factors that contribute to the cultivation of a learner's habit of learning or the determinants of their success in acquiring languages. The theoretical framework of fundamental learning principles is proposed by a behavioral approach that can apply to all living beings.

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27

Syrymbetova, L., M. Otynshiyeva, and M. Uaikhanova. "Differentiated Instruction in Second Language Acquisition: A Case Study in Kazakhstan." Bulletin of the Karaganda University. Pedagogy series 109, no. 1 (March 29, 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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Mohammed, Ibtisam Jassim. "Learner Differences in Second Language Acquisition." Journal of Tikrit University for Humanities 27, no. 8 (November 4, 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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Graham, C. Ray, and Birgit Harley. "Age in Second Language Acquisition." Modern Language Journal 71, no. 4 (1987): 436. http://dx.doi.org/10.2307/328479.

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30

Koda, Keiko, and Vivian Cook. "Linguistics and Second Language Acquisition." Modern Language Journal 79, no. 2 (1995): 266. http://dx.doi.org/10.2307/329628.

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31

Jabballa, M. H. "Access to Second Language Acquisition." RUDN JOURNAL OF LANGUAGE STUDIES, SEMIOTICS AND SEMANTICS 8, no. 2 (2017): 479–84. http://dx.doi.org/10.22363/2313-2299-2017-8-2-479-484.

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32

Long, Michael M. "Instructed second language acquisition (ISLA)." Instructed Second Language Acquisition 1, no. 1 (July 4, 2017): 7–44. http://dx.doi.org/10.1558/isla.33314.

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Definitions are proposed for instructed second language acquisition (ISLA) and ISLA research. The quantity of research is partly driven by external geopolitical forces, its quality improved by such methodological developments as the growing deployment of statistical meta-analyses, new technology, especially eyetracking, and new instrumentation, e.g. Hi-Lab, a measure of aptitudes for both explicit and implicit language learning. Three major constraints on the design of L2 instruction are that: (1) the learning task is too large for either explicit or implicit learning alone; (2) direct effects of instruction are limited to manipulations of the linguistic environment, with intended cognitive processes ultimately under learner control; and (3) development of implicit knowledge is the priority. Three learning conditions that speak to what can best be achieved through incidental and intentional language learning are illustrated by recent studies of (1) resetting L1 parameters and dealing with blocking, and (2) instance learning of lexical items and collocations. Comparisons of L2 learning under the three conditions can help resolve long-standing disagreements over the merits of codefocused and meaning-focused instructional approaches.

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Menezes, Vera. "Second Language Acquisition: Reconciling Theories." Open Journal of Applied Sciences 03, no. 07 (2013): 404–12. http://dx.doi.org/10.4236/ojapps.2013.37050.

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34

Wesche, Marjorie B., and Barry McLaughlin. "Second Language Acquisition in Childhood." Modern Language Journal 71, no. 1 (1987): 74. http://dx.doi.org/10.2307/326760.

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35

Buckledee, Steve. "Motivation and Second Language Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.

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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.

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Pangaribuan, Darman. "SECOND LANGUAGE ACQUISITION: RECONCILING THEORIES." Journal of Applied Linguistics 2, no. 2 (July 28, 2022): 61–68. http://dx.doi.org/10.52622/joal.v2i2.80.

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This article makes the case that earlier explanations of SLA shouldn't be discounted. Instead, when combined, they offer a more comprehensive and in-depth understanding of the acquisition process. The ability of second language acquisition (SLA) to naturally adjust to various situations present in both internal and external settings provides evidence in favor of the assertion that SLA is a sophisticated adaptive system. On the basis of this comprehension, frequently debated second language theories, such as behaviorism, will be viewed as explanations for individual components of SLA. Excerpts from a few English language learning histories are given as examples of how students explain their learning processes in order to support this idea. The last assertion is that SLA should be seen as a chaotic/complex system. Keywords: Second Language Acquisition; Language Learning Histories

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37

Horst, Marlise, and Tom Cobb. "Editorial: Second Language Vocabulary Acquisition." Canadian Modern Language Review 63, no. 1 (September 2006): 1–12. http://dx.doi.org/10.3138/cmlr.63.1.1.

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38

Bialystok, Ellen, Fred R. Eckman, Lawrence H. Bell, and Diane Nelson Rowley. "Universals of Second Language Acquisition." Modern Language Journal 69, no. 1 (1985): 77. http://dx.doi.org/10.2307/327883.

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39

Davies, William D., and Birgit Harley. "Age in Second Language Acquisition." Language 63, no. 3 (September 1987): 680. http://dx.doi.org/10.2307/415030.

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40

Tarone, Elaine, and Dennis R. Preston. "Sociolinguistics and Second Language Acquisition." Language 68, no. 2 (June 1992): 396. http://dx.doi.org/10.2307/416951.

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41

Kleinmann, Howard H., Larry Selinker, and Susan Gass. "Workbook in Second Language Acquisition." Modern Language Journal 69, no. 3 (1985): 296. http://dx.doi.org/10.2307/328357.

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42

Mahon, Robert, Zoltan Dornyei, and Richard Schmidt. "Motivation and Second Language Acquisition." TESOL Quarterly 35, no. 4 (2001): 620. http://dx.doi.org/10.2307/3588443.

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43

Thomas, Margaret, William C. Ritchie, and Tej K. Bhatia. "Handbook of Second Language Acquisition." Language 75, no. 1 (March 1999): 128. http://dx.doi.org/10.2307/417479.

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44

Gottwald, Stephanie, Margaret Thomas, Kari Sajavaara, and Courtney Fairweather. "Approaches to Second Language Acquisition." Language 74, no. 2 (June 1998): 429. http://dx.doi.org/10.2307/417924.

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45

Dugan, James E. "Second language acquisition and schizophrenia." Second Language Research 30, no. 3 (June 3, 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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Gass, Susan M. "Second language acquisition: crossdisciplinary perspectives." Second Language Research 9, no. 2 (June 1993): 95–98. http://dx.doi.org/10.1177/026765839300900201.

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47

Mather, Patrick-André. "Second language acquisition and creolization." Journal of Pidgin and Creole Languages 21, no. 2 (November 7, 2006): 231–74. http://dx.doi.org/10.1075/jpcl.21.2.01mat.

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There is increasing evidence that most European-lexifier plantation creoles developed over several generations, as successive waves of African slaves acquired increasingly basilectal varieties of the lexifier language, allowing shift-induced interference to play a central role in creole genesis. If in most cases the creators of creoles were adult learners of a second language, and if many of the creole features are the result of second language acquisition over several generations, the next step is to test the hypothesis and to see whether data from current case studies on second language acquisition can shed light on the gradual creolization process. This paper shows that many of the features found in French-lexifier creoles do occur in L2 French and other interlanguages, as a result of L1 transfer and other acquisition processes; examples discussed include word-order within the noun phrase, pronominal clitics, the absence of copula, reduplication, the reanalysis of articles, grammatical gender, verb movement and TMA markers. The major claim of the model of creole genesis advocated here, which can be called the ‘gradualist / second language acquisition model’, is that creole genesis does not involve any specific mental processes or strategies other than those found in ordinary second language acquisition. While in normal, successful second language acquisition, L1 transfer, relexification and reanalysis are relatively marginal in the end, they are nevertheless present, as illustrated in the examples provided here. It is the social and historical circumstances that accelerated the changes and allowed ?deviant? interlanguage structures to fossilize and to create a new language from the linguistic chaos of plantation societies.

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48

Clifton, Charles. "Review of Second Language Acquisition." Contemporary Psychology: A Journal of Reviews 32, no. 2 (February 1987): 190. http://dx.doi.org/10.1037/026822.

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Aiking-Brandenburg, Marijke J. T. J., Allan R. James, and Willem J. Meijs. "Suffixation and second Language Acquisition." ITL - International Journal of Applied Linguistics 87-88 (January 1, 1990): 65–93. http://dx.doi.org/10.1075/itl.87-88.04aik.

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The aim of the present paper was to find out which learning strategies secondary school pupils of different ages employ to acquire complex words in English as their second language: either by applying rules and analogies or by learning by heart. As a working hypothesis, it was postulated that younger pupils probably preferred the latter approach and older pupils the former. In order to test this hypothesis, a 122-item complex word derivation test was devised, containing three categories of words: (1) words of which both the base-form and the derived form had been studied, (2) words of which just the base-form had been studied and (3) words of which neither form had been studied. The test was administered to pupils in three grades of secondary school and a group of 1st year university students of English. Statistical treatment of the data neither confirmed nor falsified the original hypothesis, but it showed many correlations and gave rise to a large number of additional conclusions. Amongst other things, it was concluded that the presence of the proposed tentative change-over in learning approach, from learning words as whole entities to applying word-formation rules, may or may not have been present, but if it were, it had been completely obscured. It was evident from several different indications that a dominant influence on the pupils' scores was exerted by exposure. In addition, the data collected revealed numerous correlations concerning the influence of education level, word category, regularity, frequency, etc. Finally, suggestions are given for application of the test results in second language education in secondary school in general.

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Dittmar, Norbert. "Grammaticalization in Second Language Acquisition." Studies in Second Language Acquisition 14, no. 3 (September 1992): 249–57. http://dx.doi.org/10.1017/s0272263100011104.

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SingularNominative—Mein guter Freund, my good friend. Genitive—Meines guten Freundes, of my good friend. Dative—Meinem guten Freund, to my good friend. Accusative—Meinen guten Freund, my good friend.PluralNominative—Meine guten Freunde, my good friends. Genitive—Meiner guten Freunde, of my good friends. Dative—Meinen guten Freunden, to my good friends. Accusative—Meine guten Freunde, my good friends.Now let the candidate for the asylum try to memorize those variations, and see how soon he will be elected. One might better go without friends in Germany than to take all this trouble about them. I have shown what a bother it is to decline a good (male) friend; well this is only a third of the work, for there is a variety of new distortions of the adjective to be learned when the object is feminine, and still another when the object is neuter. Now there are more adjectives in this language than there are black cats in Switzerland, and they must all be as elaborately declined as the example above suggested. Difficult? Troublesome? (Mark Twain, ‘The Awful German Language,’ in Twain, 1879, pp. 271–272)

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