Relevant bibliographies by topics / Language acquisition researchers

Academic literature on the topic 'Language acquisition researchers'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Language acquisition researchers"

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Jiang, Chiheng. "Critical Period Hypothesis in Language Acquisition." Lecture Notes in Education Psychology and Public Media 1, no. 1 (December 26, 2021): 1–5. http://dx.doi.org/10.54254/lnep.iceipi.2021152.

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Critical period hypothesis, a popular topic of great significance in language acquisition, was initially deprived from first language acquisition, and further applied to second language acquisition though disputes remain. Former researchers have done myriads of empirical study and concluded diverse theories. This paper purports to briefly review former researches of critical period hypothesis in both first language acquisition and second language acquisition, and then try to probe its interrelation with age effect and implicit learning.
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Andriani, Diyan. "KAHIYANG NUR ANDIFA IN HER FIRST LANGUAGE ACQUISITION." Journal Of Language Education and Development (JLed) 2, no. 1 (December 31, 2019): 188–95. http://dx.doi.org/10.52060/jled.v2i1.205.

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This study aims to find out how much vocabulary is produced by children aged 20 months. The participants were the daughters of their own researcher named Kahiyang Nur Andifa on the grounds that researchers would easily obtain data. The methodology of this research is descriptive qualitative. Techniques in data collection, researchers use recording tools and records. The results of this study can be concluded that Kahiyang can produce 187 words, clauses and can producesimple sentences in his conversations with people around.
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De, Uttaran. "Language acquisition and Language Learning." International Journal of English Learning & Teaching Skills 3, no. 1 (October 1, 2020): 1671–78. http://dx.doi.org/10.15864/ijelts.3101.

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The requirement of language in day to day communication and the development of it has always been a interesting topic for research. The subject a permutation and combination of different segments of history, literature study, human psychology and also biological influences. This present paper goes through the topic of ‘Language acquisition and language learning’. The paper explores the common philosophical and psychological aspects of learning and acquisition to comment on the difference between the two and also narrates upon the fundamental concepts of language to evoke the relation between language and humans. The paper mainly consists of two segments. The first one talks of the involved terms in general, whereas the other, marks out the psychological and biological sciences hovering the topic suggested by linguists and researchers.
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Ellis, Rod. "Second language acquisition, teacher education and language pedagogy." Language Teaching 43, no. 2 (September 10, 2009): 182–201. http://dx.doi.org/10.1017/s0261444809990139.

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Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus – because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research–teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes.
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Foster–Cohen, Susan. "SLA AND FIRST LANGUAGE ACQUISITION." Annual Review of Applied Linguistics 19 (January 1999): 3–21. http://dx.doi.org/10.1017/s0267190599190019.

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In a brief article published some years ago (Foster-Cohen 1993), I suggested that fruitful collaboration between the fields of first and second language acquisition was underexploited. I also suggested that second language researchers were, in general, better at keeping themselves informed of developments in first language studies than first language researchers were at paying attention to second language issues. I think it fair to say that there are some signs this is changing. One is the now established existence of the journal Language Acquisition (Lawrence Erlbaum Associates), started in 1990, which publishes work in both first and second language acquisition with a view to understanding the nature of language acquisition in general. Its preference for papers that address issues in formal linguistic theory complements well Applied Psycholinguistics (Cambridge University Press), which has always published material relevant to both fields, but which also goes well beyond acquisition issues in its brief. A second factor seems to be a gentle but insistent re-examination of issues in bilingualism and a growing awareness that bilingual studies, second language studies, and first language studies overlap in important ways in the study of the bilingual individual. One key indicator of this shift is the appearance of a new journal Bilingualism: Language and Cognition (Cambridge University Press).
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Zhang, Zhixuan. "Noticing in Second Language Acquisition." BCP Education & Psychology 7 (November 7, 2022): 184–90. http://dx.doi.org/10.54691/bcpep.v7i.2634.

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In recent decades, the term "Noticing" has been a controversial research topic in the field of cognitive psychology and second language acquisition. Since Schmidt (1990) put forward the noticing hypothesis, many researchers have tried to verify the important role of awareness in second language acquisition (SLA) through various experimental designs. By reviewing the development of the Noticing Hypothesis, and theoretical constructs that underlie the role of noticing, this paper aims to justify the role of noticing as one crucial level of consciousness in enhancing second language learning.
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Credé, Marcus, and Michael Tynan. "Should Language Acquisition Researchers Study “Grit”? A Cautionary Note and Some Suggestions." Journal for the Psychology of Language Learning 3, no. 2 (December 19, 2021): 37–44. http://dx.doi.org/10.52598/jpll/3/2/3.

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Grit is theoretically defined as the combination of perseverance and passion for long term goals. Both of these constructs are likely to be relevant for our understanding of how language acquisition occurs and for explaining between-person differences in the rate of language acquisition. Despite this relevance, there are methodological and theoretical reasons why language acquisition researchers should be cautious about studying “grit” as a construct that is predictive of or causally related to language acquisition. In this paper we discuss some of these reasons, with a specific focus on the problems associated with the aggregation of perseverance and passion into a single variable, and the lack of predictive validity for other important life outcomes. We also discuss and describe with examples other challenges involved in studying grit, passion, or perseverance. Finally, we offer suggestions for some potentially more fruitful ways in which perseverance and passion for long-term goals may be integrated into research on second/foreign language acquisition. For example, we discuss how the measurement of grit facets may need to be revised to be better aligned with the “persisting despite initial failure” theoretical definition of perseverance, and to also balance the negatively-worded and positively-worded item content of the scales. We also discuss how an examination of necessary-but-not-sufficient relationships between grit facets and language acquisition using Dul’s (2016) methodology may be particularly valuable. That is, perseverance and passion may both be required for successful language acquisition but be insufficient on their own because other variables also need to be present (e.g., opportunity to practice, feedback).
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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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Loewen, Shawn, Elizabeth Lavolette, Le Anne Spino, Mostafa Papi, Jens Schmidtke, Scott Sterling, and Dominik Wolff. "Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers." TESOL Quarterly 48, no. 2 (August 1, 2013): 360–88. http://dx.doi.org/10.1002/tesq.128.

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Guijarro-Fuentes, Pedro. "Language acquisition and linguistic theory: When linguistic theory meets empirical data." Applied Linguistics Review 11, no. 3 (September 25, 2020): 369–76. http://dx.doi.org/10.1515/applirev-2017-0102.

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AbstractThis Special Issue brings together the current work of well-established and well-known researchers in the field of language acquisition from a formal approach across several languages and of bilingual acquisition (2L1 and adult simultaneous and successive bilinguals), focusing on the syntax, semantics and pragmatics of different linguistic phenomena. Specifically, the four papers that will encompass this Special Issue together with an afterword paper written by a leading researcher in the field, Itziar Laka, discuss two main issues for current linguistic theory, both related, in this discussion, to Spanish: on the one hand, how do data and phenomena from the acquisition of different Romance languages inform and shape generative linguistic theory? And, on the other, how does generative linguistic theory frame and constrain research on the acquisition of Romance languages? To that end, divergent bilingual populations are used in these studies, which present longitudinal or cross-sectional data using a diverse range of methodologies (more on this within the individual summaries).
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Dissertations / Theses on the topic "Language acquisition researchers"

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Hughes, Virginia Kgosietsile. "Challenges faced by English (as a second language) teachers in primary schools : the case of Mokane, Rethatoleng and Seaseole primary schools in Boteti sub-district." Diss., 2020. http://hdl.handle.net/10500/27237.

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This study investigated the challenges English (as a second language) teachers face in primary schools. The objectives of the study were to identify particular challenges encountered by teachers of English as a second language to young learners and explore how training and development programmes can support teachers in meeting those challenges, describe the reading policies, where they are in place, of Letlhakane Primary Schools and devise solutions/ recommendations on how to tackle the challenges that teachers face in English reading. The sample for the study was drawn from the teachers serving at government primary schools. A sample of 30 teachers was purposively selected from three (3) primary schools identified as large in Letlhakane. The study adopted the following qualitative data collection strategies: focus group discussion, individual interviews and classroom observations. The findings revealed that there are many challenges that teachers face in teaching reading in the schools observed. Some of the challenges include exceptionally large numbers of children in class, limited time, lack of expertise in the teachers and shortage of materials and resources for teaching reading in English. The study recommends that class size be reduced, reading be made the main subject and timetabled, which will give it more time to be taught, teaching of reading must be introduced and made a compulsory course at all levels in colleges of education for primary school teachers. Teachers should be given regular in-service training in the teaching of reading. The Ministry of Basic Education should supply primary schools with the necessary materials for teaching reading and increase those that have a shortage of such resources. It is also recommended that building of libraries furnished with appropriate readers be done and the use of English as a language of instruction in all subjects except for Setswana should be started as early as in standard/grade 1. Reading policies should also be developed in schools so that teachers know what to do or follow when it comes to the teaching of reading.
Educational Management and Leadership
M. Ed. (Education Management)
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Books on the topic "Language acquisition researchers"

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1925-, Brown Roger, and Kessel Frank S, eds. The Development of language and language researchers: Essays in honor of Roger Brown. Hillsdale, N.J: L. Erlbaum Associates, 1988.

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The multiple realities of multilingualism: Personal narratives and researchers' perspectives. Berlin: Mouton de Gruyter, 2009.

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Kessel, Frank S. Development of Language and Language Researchers: Essays in Honor of Roger Brown. Taylor & Francis Group, 2013.

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Kessel, Frank S. Development of Language and Language Researchers: Essays in Honor of Roger Brown. Taylor & Francis Group, 2013.

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Kessel, Frank S. Development of Language and Language Researchers: Essays in Honor of Roger Brown. Taylor & Francis Group, 2013.

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Kessel, Frank S. Development of Language and Language Researchers: Essays in Honor of Roger Brown. Taylor & Francis Group, 2013.

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Cenoz, Jasone, and Elka Todeva. Multiple Realities of Multilingualism: Personal Narratives and Researchers' Perspectives. De Gruyter, Inc., 2009.

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Howard, Martin, Raymond Mougeon, and Jean-Marc Dewaele. Sociolinguistics and Second Language Acquisition. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0017.

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While the focus on sociolinguistic and sociopragmatic variation is relatively new, linguistic variation continues to be an important issue that SLA research has grappled with. By linguistic variation, one understands the learner’s variable use of two or more L2 forms to express the same functional value, where one or all forms are nonnative. This chapter focuses on type II variation and presents an overview of the research findings that illuminate the challenge to the learner of developing sociolinguistic and sociopragmatic competence in the L2. While the application of sociolinguistic variationist methods to the study of type II variation has been relatively recent in SLA research, such methods have also been fruitfully used by some SLA researchers in relation to type I variation.
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The multiple realities of multilingualism: Personal narratives and researchers' perspectives. New York, N.Y: Mouton de Gruyter, 2009.

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Isabelli-García, Christina L., and Casilde A. Isabelli. Researching Second Language Acquisition in the Study Abroad Learning Environment: An Introduction for Student Researchers. Palgrave Pivot, 2019.

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Book chapters on the topic "Language acquisition researchers"

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Kinginger, Celeste. "11. Four Questions for the Next Generation of Study Abroad Researchers." In Study Abroad, Second Language Acquisition and Interculturality, edited by Martin Howard, 263–78. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924153-013.

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Harding, Luke, and Benjamin Kremmel. "SLA Researcher Assessment Literacy." In The Routledge Handbook of Second Language Acquisition and Language Testing, 54–66. New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-7.

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"Crosslinguistic Analysis, Universals, and Language Acquisition." In The Development of Language and Language Researchers, 133–64. Psychology Press, 2013. http://dx.doi.org/10.4324/9781315801919-11.

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"Learnability Theory and the Acquisition of a First Language." In The Development of Language and Language Researchers, 109–32. Psychology Press, 2013. http://dx.doi.org/10.4324/9781315801919-10.

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"The Acquisition of a Spatial Language The Sixties: A First Language." In The Development of Language and Language Researchers, 165–98. Psychology Press, 2013. http://dx.doi.org/10.4324/9781315801919-12.

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"On the Nature of a Language Acquisition Disorder: The Example of Autism." In The Development of Language and Language Researchers, 261–80. Psychology Press, 2013. http://dx.doi.org/10.4324/9781315801919-15.

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Rebuschat, Patrick. "Implicit Learning and Language Acquisition." In The Cognitive Unconscious, 115—C6.P150. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197501573.003.0006.

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Abstract Over the past decades, studies from different research areas have examined the acquisition of simple and complex linguistic features via distributional learning, under incidental exposure conditions and across a range of populations, from infants and children to younger and older adults. This research is fundamental, as it directly addresses questions about the potential contributions of implicit and statistical learning in language acquisition across the lifespan. It is often striking how much overlap there is in terms of research questions and priorities. Yet there is little interaction across strands. If researchers are to arrive at integrated theories of implicit and explicit learning of languages, they cannot afford to focus so heavily on their respective strands that they end up accidentally disregarding important data provided by other communities.
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Morrison, Jennifer Adele. "Valuing Indigenous Research Paradigms in the Context of Language Acquisition." In Promoting Qualitative Research Methods for Critical Reflection and Change, 140–52. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7600-7.ch008.

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The purpose of this chapter is to justify the value of Indigenous research paradigms, specifically in the context of research on language acquisition. This argument has implications not only for research on language acquisition and the practice of language instruction but also for qualitative research, more broadly. Specifically, depending on the context of a given research project, it may be critical for educational researchers to value and respect Indigenous epistemologies and worldviews; otherwise, educational research endeavors may be adding to knowledge at the expense of devaluing research participants and local communities.
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"Language learners as language researchers: the acquisition of English grammar through a corpus-aided discovery learning approach mediated by intra- and interpersonal dialogues." In Corpus-based Studies in Language Use, Language Learning, and Language Documentation, 89–122. Brill | Rodopi, 2011. http://dx.doi.org/10.1163/9789401206884_007.

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Maranzana, Stefano. "Intermediate Learner Opinions on Captioned Video Cartoons for Language Acquisition." In Emerging Concepts in Technology-Enhanced Language Teaching and Learning, 232–52. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8981-6.ch012.

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Second language acquisition researchers seem to agree that compared to traditional textbook-bound instruction, the use of video for pedagogical purposes provides significant enhancements in terms of context, discourse, paralinguistic features, cultural aspects, and student motivation. This study explores the use of the cartoon series Peppa Pig as a resource to enhance listening comprehension skills, vocabulary, and grammar acquisition, and to motivate students. Specifically, it enquires on how intermediate students of Italian perceive the effectiveness of the use of same-language captions while watching Italian (dubbed) children's cartoons in class. The qualitative data that were acquired throughout a 16-week semester show that greater accessibility to the videos was attained with captions on. While helping learners pick up the pronunciation of Italian words, captions also assisted them in isolating and noticing lexical elements, thus clarifying indistinct input and enabling word/phrase recall with more accuracy.
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Conference papers on the topic "Language acquisition researchers"

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Vann, Robert. "Best Practices for Information Architecture, Organization, and Retrieval in Digital Language Archives within University Institutional Repositories." In International Workshop on Digital Language Archives. University of North Texas, 2021. http://dx.doi.org/10.12794/langarc1851184.

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This report presents a case study about building a working digital language archive in a hosted university institutional repository. Best practices in language documentation regarding information architecture, organization, and retrieval are considered in relation to university library commitments to resource acquisition/preservation and online cataloging/delivery systems. Despite challenges, findings suggest that constructing digital language archives in university institutional repositories may offer viable collaborative solutions for researchers unable to find suitable, pre-existing archives in which to deposit their language documentary materials. The report concludes that, in such situations, the ability to satisfy best practices may respond to the strengths/weaknesses of particular software implementations as much as it reflects the design team’s vision, as theory and method in language documentation increasingly become matters of library and information science.
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Vann, Robert. "Best Practices for Information Architecture, Organization, and Retrieval in Digital Language Archives within University Institutional Repositories." In International Workshop on Digital Language Archives. University of North Texas, 2021. http://dx.doi.org/10.12794/langarc1851184.

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This report presents a case study about building a working digital language archive in a hosted university institutional repository. Best practices in language documentation regarding information architecture, organization, and retrieval are considered in relation to university library commitments to resource acquisition/preservation and online cataloging/delivery systems. Despite challenges, findings suggest that constructing digital language archives in university institutional repositories may offer viable collaborative solutions for researchers unable to find suitable, pre-existing archives in which to deposit their language documentary materials. The report concludes that, in such situations, the ability to satisfy best practices may respond to the strengths/weaknesses of particular software implementations as much as it reflects the design team’s vision, as theory and method in language documentation increasingly become matters of library and information science.
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Gafni, Ruti, Dafni Biran Achituv, and Gila Rahmani. "Learning Foreign Languages Using Mobile Applications." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3738.

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Aim/Purpose: This study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, in voluntary and mandatory environments. Background: Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. Methodology: The study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application, while the other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. Contribution: This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. Findings: Most of the participants found the MALL Duolingo application as enhancing the learning process. The gamification characteristics, ease of use, ubiquity and self-learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. Recommendations for Practitioners: The research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for Researchers: Researchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society: Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is a greatjite opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote and encourage the use of these applications. Future Research: Further examination is need in different cultures, in order to understand if the findings are universal.
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Ahmed, Mohammed, and Rizgar Mahmood. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.07.

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To be able to use the target language sentence structure efficiently, a speaker needs to learn and have a very large number of words (Nation, 2013). Research shows that understanding the meaning of a word is not sufficient, rather, it involves more than just its meaning; such as spelling, and grammatical behavior (Pigada & Schmitt, 2006). Vocabulary acquisition requires effective methods. One of the methods of learning vocabulary is learning the process of word formation in the target language. This research aims at investigating and exploring one of the productive word-formation processes in the English language which is conversion or zero-derivation in which the grammatical category of a word is changed without adding any affixes. For instance, every day, I walk(V) to the park near my house, or, every day, I take a walk(N) with my dog. The results will have several pedagogical implications for researchers, teachers, and learners. Based on the presented data in the current study, it can be concluded that zero-morph can be considered one of the productive word-formation processes, and pedagogical implications are discussed in the discussion section.
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Markus, Dace, and Dina Bethere. "The Impact of the Sociolinguistic Environment on the State Language Proficiency of Children from Ethnic Minorities in a Preschool Educational Institution." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.72.

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The article discusses the impact of the daily language choice of ethnic minority children on Latvian language skills in a preschool educational institution. The aim of the study is to explore the impact of the daily language choice of ethnic minority children on Latvian language skills in a preschool educational establishment, surveying the children’s parents. Within the project LAMBA (2015–2017), the researchers Olga Ureka, Dace Markus and Anna Vulane adapted a survey elaborated by Sharon Unsworth (Utrecht Bilingual Language Exposure Calculator (UBiLEC): Questionnaire and notes on Completing the Excel file) to Latvian for surveying bilingual parents. Sharon Unsworth has developed this method in Utrecht to use as a survey for parents of bilingual children. The set of questions is included in the survey which is based on the previous experience of educators and linguists in work with children. The questions included are about children’s linguistic surroundings at home, in preschool setting, in other activities and during free time. The answer options included in the tables allow to investigate parents’ opinions about children language comprehension and application quality and frequency, but in the survey tables we can obtain also quantitative data about the use of language and children’s linguistic environment. Employing UBiLEC, an internationally approbated survey adapted to Latvian for parents of bilingual children, the Latvian language skills of ethnic minority children are compared in the preschool groups where children daily use Latvian or Russian. The topicality of the issue is intensified by the requirement, in force from September 1, 2019, that in Class 1 of all ethnic minority schools 50% of learning must take place in the state language; therefore, it is important to make sure that preschool-age children are prepared for learning in Latvian. In recent years, there has been a tendency for the ethnic minority parents to enrol their children not only in the preschool groups taught in Russian, but also in Latvian. Parents’ survey data show that the ethnic minority children who attend a Latvian preschool group are linguistically ready to continue their education in Latvian or bilingually – the same as children with Latvian as their mother tongue, but if Russian is used as a language of instruction, the lack of Latvian sociolinguistic environment becomes a major obstacle for acquisition the necessary Latvian language proficiency. This research was done in National Research Programme “Latvian Language” Nr. VPP-IZM-2018/2-0002.
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Anisimova, Alexandra, and Olga Vishnyakova. "Corpus in Translation Classroom: A Case Study of Translating Economic Terms." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.029.

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The article deals with the role of corpus in translation and translation studies. The paper focuses on different aspects which should be taken into consideration when compiling a representative corpus. The researchers focus on the role the corpus of professional texts plays when choosing translation equivalents for terms, including just created and not yet registered in terminological dictionaries. The aim of the research is to elaborate the approach to the use of corpus material in the course of translation in specialized and professional fields, with particular attention to some aspects of translation competence development. The analysis based on the comparative, definitional and contextual methods proved that parallel text corpora provide professional experts, as well as students of translation, with reliable knowledge of linguistic units functioning and semantic meaning actualization within certain contexts in the Language for Specific Purposes (LSP) domain. The studies have shown that a comparative statistical analysis of a corpus of professional texts might be recommended when looking for an adequate equivalent for a term. The scope of application of the methodology suggested is not confined to certain terminological systems or fields of knowledge. The translation competence development that includes compiling text corpora and making adequate choices by students dealing with appropriate instructions on the part of the teacher, as the task concerns with high level of knowledge acquisition as refers to both linguistic and translation expertise.
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Qhobosheane, Motsamai Edward, and Pule Phindane. "SPEAKING IN A LANGUAGE VERSUS SPEAKING A LANGUAGE IN COMMUNICATIVE COMPETENCE ATTAINMENT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end125.

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"This article aimed to promote speaking skill as part of communicative competence acquisition, under the auspices of Communicative Language Teaching approach in English as a First Additional Language in intermediate phase (Grade 4-6) in Free State province township primary schools. Moreover, this article aimed to ensure that proficient learners in English are produced for the senior phase, and that the conducive communicative environment is created as well as to be sustained by all stakeholders, to enable the learners’ communicative competence acquisition, hence English is adopted as the Language of Learning and Teaching (LoLT) in most Free State township primary schools. In the same vein, this article seeks to promote the adoption of English as LoLT in foundation phase, for better communicative competence acquisition in intermediate phase. English beyond the classroom approach, and English across the curriculum, are the two approaches advocated by this article to make communicative competence to be the goal and the responsibility of all the stakeholders inside and outside the teaching and learning classroom environment. For the intensive and the extensive knowledge regarding speaking as part of communicative competence, scholarly articles were consulted by the researcher."
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8

Anspoka, Zenta. "Some Aspects of Teaching Latvian Grammar at School." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.59.

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The Latvian language as a subject has been a taught language since the 1st grade till 12th grade in both minority schools and schools, where the Latvian language is the language of instruction. In recent years the country has also been implementing the education reform within the framework of which the content and its acquisition methodology has been improved, but the students’ level of the Latvian language as state language skills is declining in various aspects. The topicality of the problem to be researched stems from the results obtained by analyzing the scientific research implemented in the country (2007–2021) and other research on language competence of basic and secondary education students. The aim of the research is to analyze the content and methodology of grammar teaching in basic school and in secondary school for students’ language competence. The methodology of the study is based on linguistics, linguistic didactics, cognitivism and sociocultural theories. The empirical data have been obtained by analyzing the Latvian language learning process and the quality of the essays (content analysis of 409 essays of the 12th grade secondary school students in School Year 2018/2019 according to the previously developed criteria based on theories). The results of the research show that students learn the grammar rules mainly formally, without linking them to a specific communicative purpose. More attention should be paid to students’ work with authentic texts, pupils’ own texts as well as study texts used for the acquisition of the content of other subjects. In the didactics of the Latvian language more attention should be paid to the students’ sense of language as the ability to perceive, emotionally recognize and evaluate the use of language. The significance of the results lies in the aspect that they reveal the real situation and enable us to develop recommendations for the improvement of the Latvian language learning process.
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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.
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