Journal articles on the topic 'Language acquisition researchers'
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1
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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Sharwood Smith, Michael. "Language acquisition as a side effect of language processing." Language, Interaction and Acquisition 1, no. 2 (December 10, 2010): 171–88. http://dx.doi.org/10.1075/lia.1.2.02smi.
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Researchers in the field of language acquisition may adopt various particular theoretical approaches to the description and explanation of linguistic phenomena. They need this theory to describe the nature of what is or is not undergoing change over time. However linguistic theory normally makes no reference to the time dimension, a dimension crucial to any study of development. Psycholinguists, on the other hand, focus on temporal phenomena but these are normally measured in milliseconds. At the same time, they still need a coherent model of linguistic structure to carry out their investigations. The logic of this suggests that a framework is needed that integrates linguistic theories about the properties of language, i.e., linguistic knowledge, with theories about on-line processing. The need to integrate these two ways of looking at language is also crucial for researchers who study linguistic development in the individual. One such approach is Modular Growth and Use of Language (MOGUL), a theoretical framework based on a close examination of research in several disciplines and within which utterance processing plays a vital role in explaining development. In fact, in that part of MOGUL which is devoted to explaining acquisition, the claim is that development is a side-effect of making sense of language to which we are exposed. No special learning mechanisms are involved.
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Abu-Shnein, Ahmed. "The Critical Period Hypothesisin Second Language Acquisition." Al-Adab Journal 1, no. 123 (September 15, 2018): 1–12. http://dx.doi.org/10.31973/aj.v1i123.160.
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This paper discusses one of the most appealing subjects that is of interest to learners, educators, scholars, and researchers around the world. Researchers in linguistics, cognitive science, psychology, and neurology paid a good deal of attention to the decline in the level of language proficiency that starts around a certain age and what may cause that decline after the end of that period. Many of them called it a critical period. In the following pages we are trying to shed light on this theory in an endeavor to look for factors influencing language acquisition bynew language learners. There is a clear uncertainty about factors that have an effect on second language acquisition. This paper aims to review the literature that approached this critical period hypothesis (CPH) and to draw conclusions related to the topic.
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Myles, Florence. "The development of theories of second language acquisition." Language Teaching 43, no. 3 (June 10, 2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.
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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.
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Schachter, Jacquelyn. "Second language acquisition: perceptions and possibilities." Second Language Research 9, no. 2 (June 1993): 173–87. http://dx.doi.org/10.1177/026765839300900206.
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In this article I shall attempt to characterize some of the stresses and strains experienced by researchers in the field of second language acquisition (SLA), both intellectual and personal. I shall offer my perspective on how we are responding, and how we should be responding, to those stresses and strains. Together with this discussion of academic politics, I will interweave two research lines I consider important, research lines unique to the field of SLA, which should have impact both on linguistic theory making and on appropriate pedagogical decisions involving language classrooms.
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Lakshmanan, Usha. "Child Second Language Acquisition of Syntax." Studies in Second Language Acquisition 17, no. 3 (September 1995): 301–29. http://dx.doi.org/10.1017/s0272263100014224.
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Recent advances in linguistic theory within the principles and parameters framework have exerted considerable influence on the field of second language acquisition. SLA researchers working within this framework of syntactic theory have investigated the extent to which developing second language grammars are constrained by principles of Universal Grammar (UG). Much of the UG-based SLA research in the 1980s focused on adult L2 acquisition, but the role of UG principles in child L2 acquisition remained largely unexplored. More recently, however, this state of affairs has begun to change as SLA researchers are becoming more and more interested in child second language syntactic development. In this paper, I review recent and current developments in UG-based child SLA research, and I argue that child SLA has a valuable role to play in enabling us to arrive at a better understanding of the role of biological factors in language acquisition and in strengthening the links between SLA and linguistic theory. Specifically, I discuss the findings of child SLA studies with respect to the following issues: the role of UG parameters in child SLA, the status of functional categories and their projections in child SLA, and the nature of the evidence available to and used by child L2 learners. The overall picture emerging from these studies suggests that child L2 developing grammars are indeed constrained by Universal Grammar. While it is not fully clear at the present time whether the child L2 learners& knowledge is a result of direct access to UG or indirect access to UG (i.e., through the mediation of the L1), the evidence indicates that L1 transfer (at least in certain syntactic domains) cannot be entirely ruled out.
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Yang, Charles. "A formalist perspective on language acquisition." Epistemological issue with keynote article “A Formalist Perspective on Language Acquisition” by Charles Yang 8, no. 6 (November 26, 2018): 665–706. http://dx.doi.org/10.1075/lab.18014.yan.
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Abstract Language acquisition is a computational process by which linguistic experience is integrated into the learner’s initial stage of knowledge. To understand language acquisition thus requires precise statements about these components and their interplay, stepping beyond the philosophical and methodological disputes such as the generative vs. usage-based approaches. I review several mathematical models that have guided the study of child language acquisition: How learners integrate experience with their prior knowledge of linguistic structures, How researchers assess the progress of language acquisition with rigor and clarity, and How children form the rules of language even in the face of exceptions. I also suggest that these models are applicable to second language acquisition (L2), yielding potentially important insights on the continuities and differences between child and adult language.
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Oktavia, Diana. "Does the age matter in acquiring second language?" Journal Of Language Education and Development (JLed) 2, no. 2 (November 26, 2020): 252–60. http://dx.doi.org/10.52060/jled.v2i2.287.
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It has been being debatable issue for very long time, the early starter verseus late starter in the second language acquisition. Some researchers assumed and found that the early starter can acquire language better than the late starter, because they are in the critical period. While, some researchers found that the late starter can acquire and perform the new language better than the early starter, because they have better ability in understanding some aspects of languages. Therefore, this current paper concerned to find any factors influence someone in acquiring the second language acquisition. This study involved nine International students who are studying in Hungary, they started learning and acquiring Hungarian language when they have passed their critical period. This current study found that the age is not the only main factor in acquiring the language, but there are some other factors, including the society, access to the language, attitude toward language, love, and friendship/relationship.
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Wakabayashi, Shigenori. "Lexical learning in second language acquisition: optionality in the numeration." Second Language Research 25, no. 2 (April 2009): 335–41. http://dx.doi.org/10.1177/0267658308100293.
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Lardiere suggests that second language acquisition (SLA) researchers should pay more attention to the distribution of a given feature in source and target languages, using the distribution of [plural] in English, Chinese and Korean to illustrate. I argue that the distribution of [definite] in English shows a similar complexity, and that this has largely been ignored in existing second language studies. I propose that it is distributional complexity of this kind that underlies the gradual development and variability observed in second language (L2) performance. A four-stage model is outlined, attributing gradual development/variability (partly) to optionality in the numeration.
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Ritonga, Maria Elizabet. "The Role in SLA played by Universal Grammar." Journal of Applied Linguistics 2, no. 2 (July 28, 2022): 23–29. http://dx.doi.org/10.52622/joal.v2i2.76.
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One important issue in current language acquisition research is whether the acquisition of a second language is fundamentally different from that of the first language. Researchers approaching second language acquisition (SLA) from the linguistic perspective often relate this issue to the availability of Universal Grammar to second language acquisition. The main focus of this paper is to examine the role of Universal Grammar in the second language acquisition and to what extent it plays in the process. To illustrate this, the four access hypotheses or theories were given.
Keywords: Universal Grammar, Second Language Acquisition
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GARCÍA MAYO, MARÍA DEL PILAR, and JORGE GONZÁLEZ ALONSO. "L3 acquisition: A focus on cognitive approaches." Bilingualism: Language and Cognition 18, no. 2 (October 29, 2014): 127–29. http://dx.doi.org/10.1017/s136672891400039x.
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Interest in third language (L3) acquisition has increased exponentially in recent years, due to its potential to inform long-lasting debates in theoretical linguistics, language acquisition and psycholinguistics. From the very beginning, researchers investigating child and adult L3 acquisition have considered the many diverse cognitive factors that constrain and condition the initial state and development of newly acquired languages, and their models have duly evolved to incorporate insights from the most recent findings in psycholinguistics, neurolinguistics and cognitive psychology. The articles in this Special Issue of Bilingualism: Language and Cognition, in dealing with issues such as age of acquisition, attrition, relearning, cognitive economy or the reliance on different memory systems – to name but a few – provide an accurate portrayal of current inquiry in the field, and are a particularly fine example of how instrumental research in language acquisition and other cognitive domains can be to each other.
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Hulstijn, Jan H. "Fundamental issues in the study of second language acquisition." EUROSLA Yearbook 7 (August 10, 2007): 191–203. http://dx.doi.org/10.1075/eurosla.7.11hul.
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The study of second language acquisition (SLA) forms a young academic discipline, emerging from fundamental paradigm shifts in SLA’s parent disciplines, linguistics and psychology. This paper gives a brief overview of how the study of SLA came into existence, formulates the fundamental questions concerning SLA, reviews some recent developments, and identifies possibilities and challenges for SLA theory construction and empirical research in the near future. To tackle the fundamental issues of SLA successfully, it is mandatory that SLA researchers, of whom the majority currently has a linguistic background, collaborate with researchers in psychology and other disciplines.
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Lantolf, James P., and Aneta Pavlenko. "Sociocultural Theory and Second Language Acquisition." Annual Review of Applied Linguistics 15 (March 1995): 108–24. http://dx.doi.org/10.1017/s0267190500002646.
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Although the sociocultural theory (henceforth SCT) of mental activity, rooted in the work of L. S. Vygotsky and his colleagues, has certainly come to the fore in developmental and educational research (cf. Forman, et al. 1993, Lave and Wenger 1991, Moll 1990, Newman, et al. 1989), it is still very much the “new kid on the block” as far as SLA research is concerned. Recently, however, SCT has begun to enjoy increased attention among L2 researchers, as is amply attested in the bibliography of this paper. This research has focused on three general areas: activity theory and the relevance of motives and goals for L2 learning; the role of private speech in L2 learning; and learning in the zone of proximal development. These areas serve as the organizing basis for the survey that follows. The overview begins, however, with a brief, but necessary, overview of the theory itself.
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Cunnings, Ian. "An overview of mixed-effects statistical models for second language researchers." Second Language Research 28, no. 3 (July 2012): 369–82. http://dx.doi.org/10.1177/0267658312443651.
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As in any field of scientific inquiry, advancements in the field of second language acquisition (SLA) rely in part on the interpretation and generalizability of study findings using quantitative data analysis and inferential statistics. While statistical techniques such as ANOVA and t-tests are widely used in second language research, this review article provides a review of a class of newer statistical models that have not yet been widely adopted in the field, but have garnered interest in other fields of language research. The class of statistical models called mixed-effects models are introduced, and the potential benefits of these models for the second language researcher are discussed. A simple example of mixed-effects data analysis using the statistical software package R (R Development Core Team, 2011) is provided as an introduction to the use of these statistical techniques, and to exemplify how such analyses can be reported in research articles. It is concluded that mixed-effects models provide the second language researcher with a powerful tool for the analysis of a variety of types of second language acquisition data.
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Marinis, Theodore. "Psycholinguistic techniques in second language acquisition research." Second Language Research 19, no. 2 (April 2003): 144–61. http://dx.doi.org/10.1191/0267658303sr217ra.
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This article presents the benefits of using online methodologies in second language acquisition (SLA) research. It provides a selection of online experiments that have been widely used in first and second language processing studies that are suitable for SLA research and most importantly discusses the hardware and software packages and other equipment required for the setting-up of a psycholinguistics laboratory, the advantages and disadvantages of the software packages available and what financial costs are involved. The aim of the article is to inspire researchers in second language acquisition to embark on research using online methodologies.
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Cusen, Gabriela. "In Between Languages Narrative Research into Learners’ Language “Space”." Acta Universitatis Sapientiae, Philologica 11, no. 2 (December 1, 2019): 119–31. http://dx.doi.org/10.2478/ausp-2019-0016.
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AbstractNarrative has been one of the major concerns in social science research ever since the mid-twentieth century, and the area of second language acquisition (SLA) is no exception. Researchers have turned to the investigation of learner-produced narratives to extend the understanding of many key concepts in SLA theory. This type of research approach takes language learning beyond the acquisition/assimilation of linguistic structures and is meant to focus on learners as social selves actively involved in the construction of a linguistic identity. In this paper, I investigate how learners of English as a foreign language, whose first languages are Arabic, Chinese, French, Hindi, Hungarian, Kurdish, Parsi (Farsi), Romanian, Russian, and Spanish, narrate their own experiences of learning this language. This investigation is based on a dataset of language learning experience written accounts with reference to learner life events. In the analysis, I apply two analytical frameworks for the examination of the data: a) grounded theory procedures (Corbin and Strauss 2007), which are often employed with narrative data, and b) a “positioning approach to narratives” (Bamberg 1997) in order to detect the learners’ positioning strategies in the hope of revealing their linguistic identity claims in relation to who they are and how they make sense of their language learning experience. Results show how the learners position themselves in relation to “the other” (teachers, family, fellow learners, and the researcher), to themselves as learners, and to the language they learn.
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Devaki, V. "Influence of Behaviourist and Cognitivist Theories in Adult Language Acquisition." Elsya : Journal of English Language Studies 3, no. 1 (February 26, 2021): 38–44. http://dx.doi.org/10.31849/elsya.v3i1.5620.
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Linguistics and psychological schools of thought had a great influence on language acquisition theories It is still under discussion whether second language acquisition is easy or effortless for adults to learn or not. In non-teaching environments, children can learn their native language quickly, whereas adults cannot. Many researchers believe that adults can quickly acquire a second language due to their high level of cognition clear, logical thinking and strong self-observation skills, while some linguistics researchers consider that it is difficult for adults to develop a second-language acquisition. Therefore, this paper explores to what extent the theories of behavioral and cognitive influence adult acquisition in the second language process. This study considered that these theories have highlighted the difference between the way that children and adults learn to the point that adults appear to “lift the bar” unrealistically when they try to learn an additional language. The novelty of this study is in how the analysis gave a new direction for adult language acquisition theorists to guide adults to mimic children’s way of acquisitioning their first language.
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Kolbe, Vera. "Open Science versus Data Protection – Challenges and Solutions in Sign Language Acquisition Studies." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 109–20. http://dx.doi.org/10.31299/hrri.58.si.6.
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Research within Deaf communities needs to adhere to the ethical requests of the partner communities involved. These ethical requests can be met via open science practices that are implemented in the project strategies of the European Commission. Open science refers to transparent, collaborative, and accessible research including citizen science. However, researchers studying the acquisition of sign languages are challenged by the General Data Protection Regulation implemented by the European Parliament. Researchers who study sign languages frequently handle personal data, i.e. video data. Such data cannot be fully pseudonymised since facial expressions contain relevant linguistic inputs and cannot be blurred. Hence, strict data protection measures are necessary, but these measures are contradictory to open science practices. How can we meet the demands of the data protection regulations, as well as enable open science practices. This article identifies strategies used in a sign language acquisition study involving more than 100 sign language videos of children’s narrations, which was conducted at the Department of Sign Language Pedagogy and Audio Pedagogy, Humboldt-Universität zu Berlin, Germany.
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Wen, Zhisheng (Edward), Arthur McNeill, and Mailce Borges Mota. "Language Learning Roundtable: Memory and Second Language Acquisition 2012, Hong Kong." Language Teaching 47, no. 2 (February 27, 2014): 262–65. http://dx.doi.org/10.1017/s0261444813000530.
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Organized under the auspices of the Language Learning Roundtable Conference Grant (2012), this seminar aimed to provide an interactive forum for a group of second language acquisition (SLA) researchers with particular interests in cognitive linguistics and psycholinguistics to discuss key theoretical and methodological issues in the roles of key human memory systems (in particular, working memory) in various aspects of SLA. The seminar consisted of a tutorial workshop (Michael Ullman), three keynotes (Michael Ullman, Peter Skehan, and Cem Alptekin), and other invited speeches addressing the more specific relationships between working memory (WM) and various aspects of SLA (e.g. vocabulary, grammar, reading, speaking, writing, and interpreting).
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Eubank, Lynn. "Generative Research on Second Language Acquisition." Annual Review of Applied Linguistics 15 (March 1995): 92–107. http://dx.doi.org/10.1017/s0267190500002634.
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A defining moment in the history of generative research on language acquisition was the advent of the Principles and Parameters (P&P) approach (Chomsky 1981). Generative research on second-language (L2) acquisition was no different in this regard, but there was a distinct twist: The L2 research agenda has also often been informed by the possibility that the L2 learner may not have “access” to the innate linguistic endowment described by Chomsky and others (Bley-Vroman 1990, Clahsen and Muysken 1986). It was thus perhaps inevitable that one might find a volume like Point Counterpoint (Eubank 1991), in which researchers with generally opposing viewpoints addressed this possibility. However, while the issue will likely be examined again in future volumes, an appraisal of more recent L2 research suggests that the “access” question no longer dominates the L2 research agenda. Instead, more recent work suggests an agenda in which “access” to UG is presupposed. The purpose of this review is thus not only to review research on the L2 “access” thesis from the 1980s and 1990s, but, more importantly, to provide an overview of more recent L2 research that is not fundamentally constrained by this issue.
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Williams, Leslie A., Lynne M. Fox, Christophe Roeder, and Lawrence Hunter. "Negotiating a Text Mining License for Faculty Researchers." Information Technology and Libraries 33, no. 3 (September 25, 2014): 5. http://dx.doi.org/10.6017/ital.v33i3.5485.
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<p>This case study examines strategies used to leverage the library’s existing journal licenses to obtain a large collection of full-text journal articles in extensible markup language (XML) format; the right to text mine the collection; and the right to use the collection and the data mined from it for grant-funded research to develop biomedical natural language processing (BNLP) tools. Researchers attempted to obtain content directly from PubMed Central (PMC). This attempt failed due to limits on use of content in PMC. Next researchers and their library liaison attempted to obtain content from contacts in the technical divisions of the publishing industry. This resulted in an incomplete research data set. Then researchers, the library liaison, and the acquisitions librarian collaborated with the sales and technical staff of a major science, technology, engineering, and medical (STEM) publisher to successfully create a method for obtaining XML content as an extension of the library’s typical acquisition process for electronic resources. Our experience led us to realize that text mining rights of full-text articles in XML format should routinely be included in the negotiation of the library’s licenses.</p>
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Douglas, Dan. "Performance consistency in second language acquisition and language testing research: a conceptual gap." Second Language Research 17, no. 4 (October 2001): 442–56. http://dx.doi.org/10.1177/026765830101700408.
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Arguing from the premise that a language test is a special case of a second language acquisition (SLA) elicitation device, I suggest that SLA and language testing share much common ground in terms of research methods, which have similar properties in that they are both used to make systematic observations of language performances from which inferences can be made about the state of a learner’s interlanguage ability underlying the performance. However, I also argue that whereas the concept of demonstrating validity and reliability has been integrated into how language testing research is conducted, SLA researchers have generally failed to recognize the need to demonstrate these qualities. I compare examples of SLA and language testing research articles in terms of their treatment of validity and reliability and argue: • that it is important for SLA researchers to provide evidence that the methods they employ to elicit data are appropriate for the purposes intended; • that the procedures provide stable and consistent data; and, consequently • that the interpretations they make of the results are justified.
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Syahid, Ahmad Habibi, and Talqis Nurdianto. "Brain Lateralization and Strategies to Improve Metalinguistic Ability in Arabic Language Acquisition." ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab 5, no. 2 (October 29, 2022): 184–202. http://dx.doi.org/10.17509/alsuniyat.v5i2.51043.
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The study of language acquisition is still fascinating to study. A theory explains that language is Tauqify. The debate between the idea that explains that language ability is tabula rasa and language ability is a gift is a theory in language learning. This study aims to that there is brain lateralization based on theoretical data. Furthermore, there are strategies to improve metalinguistic ability in Arabic language acquisition. The method used in this study is a qualitative method with descriptive analysis. Researchers found five hypotheses about brain lateralization in second language acquisition in this study. First, the balanced bilingualism hypothesis. Second, the second language hypothesis. Third, the second language acquisition rate hypothesis. Fourth, the second language acquisition method hypothesis. Fifth, age hypothesis in second language acquisition. And there is more strategy to develop metalinguistic ability in Arabic language acquisition.
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Hayakawa, Sayuri, Siqi Ning, and Viorica Marian. "From Klingon to Colbertian: Using Artificial Languages to Study Word Learning." Bilingualism: Language and Cognition 23, no. 1 (October 18, 2019): 74–80. http://dx.doi.org/10.1017/s1366728919000592.
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AbstractVocabulary acquisition is a critical part of learning a new language. Yet, due to structural, historical, and individual variability associated with natural languages, isolating the impact of specific factors on word learning can be challenging. Artificial languages are versatile tools for addressing this problem, allowing researchers to systematically manipulate properties of the language and control for learners’ past experiences. Here, we review how artificial languages have been used to study bilingual word learning, with a particular focus on the influences of language input (e.g., word properties) and language experience (e.g., bilingualism). We additionally discuss the advantages and limitations of artificial languages for bilingual research and suggest resources for researchers considering the use of artificial languages. Used and interpreted properly, artificial language studies can inform our understanding of a wide range of factors relevant to word learning.
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Laufer, Batia. "Second language vocabulary acquisition from language input and from form-focused activities." Language Teaching 42, no. 3 (July 2009): 341–54. http://dx.doi.org/10.1017/s0261444809005771.
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Interest in L2 vocabulary learning and teaching started long before the nineteen-eighties (for references to earlier studies, see Rob Waring's database http://www1.harenet.ne.jp/~waring/vocab/vocrefs/vocref.html) but it declined with the advent of generative linguistics to the point of discrimination and neglect (Meara 1980). In 1986, I argued that vocabulary was about to acquire a legitimate and prominent place within applied linguistics (Laufer 1986), but I did not envisage the vast quantities of lexical research that would have been produced in the following two decades. One of the central concerns of vocabulary researchers is the source of L2 vocabulary learning. Is it L2 input, enhanced input, interaction, communicative tasks, non-communicative ‘artificial’ exercises, list learning, or repetition? A similar question is addressed by SLA researchers in general. This similarity of interests, which demonstrates the integration of vocabulary into mainstream SLA, prompted me to define the topic of this timeline as I did. And since the field of SLA developed in the 1980s, this timeline starts in the nineteen-eighties. I focus here on the external sources of learning, i.e. language input and instructional techniques, and not on learner-related variables, like motivation, L1, age, or strategies of learning. Nor do I focus on any other areas of lexical research, important as they may be, such as the construct of vocabulary knowledge, lexical development, testing, bilingual mental lexicon, or corpora analyses.
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Masood, Hafiz Abdul Majid, Rashida Rani, and Safura Fatima. "Language Acquisition Theories, Process and its Stages." Global Language Review VII, no. I (March 30, 2022): 166–79. http://dx.doi.org/10.31703/glr.2022(vii-i).15.
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It has been an interesting field for researchers of language to find out ways to acquire a language efficiently and effectively. The last few decades have been critically important from the viewpoint of enunciation of theories on the acquisition of language. Some pioneers of linguistics have strive to bring forth certain factors which are conducive to accelerating the acquisition of a language. Though in recent decades, the acquisition theories have evolved and have assumed new shapes, however, all of them stand defined against the theoretical frameworks projected by B.F Skinner and Noam Chomsky. It has also been established that for the acquisition of language, one has to undergo the specific process of stepping ahead stage-wise before one acquires efficiency in speech and script. The study in hand incorporates to determine the milestones in the way of acquisition of language.
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Gass, Susan M. "Innovations in second language research methods." Annual Review of Applied Linguistics 21 (January 2001): 221–32. http://dx.doi.org/10.1017/s0267190501000137.
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Acceptance of the claims made by researchers in any field depends in large part on the appropriateness of the methods used to gather data. In this chapter I focus on two approaches to research in second language acquisition: (a) various types of acceptability judgments or probes aimed at assessing acquisition of syntactic structure; and (b) various types of stimulated recall designed to gather learners' accounts of their own thought processes. Both methods attempt to overcome a principal problem in psycholinguistics: the desire to describe a learner's knowledge about a language based on the incomplete evidence stemming from learner production. Refinements in acceptability judgments have come from some newer multiple-choice or truth-value story tasks that allow researchers to determine the level of learner knowledge about particular syntactic structures (in the examples here, reflexives). Stimulated recall offers some additional perspectives, but its usefulness can be greatly affected by the temporal proximity of the recall to the original task; the amount of support provided to prompt the recall; and the nature and amount of training given to both interviewer and interviewee. While these newer research methods can improve the accuracy and variety of data available to SLA investigators, research methods drawn from L1 acquisition or L1 research cannot necessarily be assumed to be equally valid when used to examine L2 acquisition.
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Fonseca, Suzana Carielo. "Interacionismo, afasia e clínica de linguagem." Cadernos de Estudos Lingüísticos 47, no. 1/2 (July 17, 2011): 159–66. http://dx.doi.org/10.20396/cel.v47i1/2.8637280.
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This paper discusses the relationship between Language Acquisition and Language Clinic, i.e., between Cláudia de Lemos’s theoretical proposal and reflections carried out by researchers who belong to the project “Language Acquisition and Language Pathology”, supervised by Maria Francisca Lier-De Vitto at LAEL-PUCSP. The discussion focuses on clinical issues concerning aphasia.
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Mcquillan, Jeff. "Reading, Language Acquisition, and the “Din in the Head”." ITL - International Journal of Applied Linguistics 113-114 (January 1, 1996): 305–20. http://dx.doi.org/10.1075/itl.113-114.06mcq.
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Abstract The phenomenon of involuntary mental rehearsal or "Din in the head," has been associated by researchers with second language (L2) acquisition, primarily with beginning learners. This study provides new evidence for Din in association with the acquisition of new linguistic elements from a different population of language acquirers, advanced first language readers. The results lend support to the claims made by Krashen concerning the nature of L1 and L2 acquisition, and indicate a connection between acquisition and the perceived pleasure of the Din phenomenon. Possible implications for the selection of L1 and L2 classroom activities are discussed.
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Nugroho, Herlambang Gilang Setyo, Luky Budhi Utomo, Ildre Revansha Muhar, and Daning Nur Setyowati. "Revitalization of Indigenous Language of Boyolali By Spoken Habituation In Society Contexts." LADU: Journal of Languages and Education 2, no. 5 (July 31, 2022): 177–83. http://dx.doi.org/10.56724/ladu.v2i5.122.
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Background: Culturally, language is a one of the cultural elements of a society. Therefore, it is stated that language is a manifestation of the identity of the speaker community. By expressing or explaining something, researchers communicate using different points of view and ways. In the era of globalization, the view of life and modern human interaction has undergone rapid and dynamic changes so that local languages are starting to be forgotten in their use because they are considered obsolete and tacky. The younger generation in urban and rural areas likes to use urban slang in their daily routine interactions. Purpose: This study aims to preserve the smooth Javanese language in daily life. Design and methods: Researchers used qualitative phenomenology method in this study to find social facts in the community. The data are gathered using documentary acquisition techniques by observation and in the form of a qualitative descriptive design. The researcher made a documentary film about efforts to maintain regional languages in social life using shooting methods consisting of Development procedures, Pre-Production procedures, Production procedures, Post Production procedures, and Distribution procedures. Results: The results that the researchers produced Bahasaku documentary film containing efforts to maintain local languages in social life and uploaded them on social media YouTube. This is because YouTube is a social media that is currently easily accessible and has many users.
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Tahiri, Shejla. "The Impact of Pictures on Second Language Acquisition." SEEU Review 15, no. 2 (December 1, 2020): 126–35. http://dx.doi.org/10.2478/seeur-2020-0021.
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Abstract The need for worldwide communication has made people learn as many foreign languages as they can in order to be able to send and receive information from all over the world. Realizing this situation, researchers and linguists have carried out a large number of studies in order to find out the best ways for teaching and learning English as a second or foreign language. The terms language learning and language acquisition are not new since in many earlier researches language acquisition is compared to the process of learning the mother tongue whereas language learning is compared to the process when a child learns a second or foreign language. This paper aims to showcase that teaching/learning new vocabulary using pictures is much more effective than the other methods of vocabulary learning. The research also puts emphasis on the language level of learners. It demonstrates that the method of using pictures and illustrations works well with all levels of proficiency and as such, it has brought very useful results. It was carried out at the South East European University (SEEU) in North Macedonia and participants were thirty (30) students from all five Faculties, divided in three different groups based on their language proficiency. Each group consisted of ten (10) students, aged 18 to 22 years. They were of elementary, pre-intermediate and intermediate level of English. The research lasted for six weeks, because the students had to be introduced to six different vocabulary topics. Since the experiment was carried out in a real classroom environment, the target vocabulary topics used for this purpose were chosen from their students’ book. Data were collected in three phases. During the first phase, students were asked to complete a questionnaire, consisting of questions regarding the vocabulary learning methods, mainly vocabulary associated with pictures. In the second phase, they were engaged in real activities in a traditional classroom setting, while in the last phase, at the end of the last session, participants took a quiz that was supposed to provide evidence and additional data about participants’ achievements. It is expected that the findings from this experiment will be useful to current and prospective teachers as they show that the method of pictures and illustrations associating the target vocabulary functions well with different levels.
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Hobbs, Robert Dean. "Diverse multilingual researchers contribute language acquisition components to an integrated model of education." International Journal of Multilingualism 9, no. 3 (August 2012): 204–34. http://dx.doi.org/10.1080/14790718.2011.630736.
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Swingley, Daniel. "The Roots of the Early Vocabulary in Infants' Learning From Speech." Current Directions in Psychological Science 17, no. 5 (October 2008): 308–12. http://dx.doi.org/10.1111/j.1467-8721.2008.00596.x.
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Psychologists have known for over 20 years that infants begin learning the speech-sound categories of their language during the first 12 months of life. This fact has dominated researchers' thinking about how language acquisition begins, although the relevance of this learning to the child's progress in language acquisition has never been clear. Recently, views of the role of infancy in language acquisition have begun to change, with a new focus on the development of the vocabulary. Infants' learning of speech-sound categories and infants' abilities to extract regularities in the speech stream allow learning of the auditory forms of many words. These word forms then become the foundation of the early vocabulary, support children's learning of the language's phonological system, and contribute to the discovery of grammar.
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Bardel, Camilla, and Ylva Falk. "The role of the second language in third language acquisition: the case of Germanic syntax." Second Language Research 23, no. 4 (October 2007): 459–84. http://dx.doi.org/10.1177/0267658307080557.
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In this study of the placement of sentence negation in third language acquisition (L3), we argue that there is a qualitative difference between the acquisition of a true second language (L2) and the subsequent acquisition of an L3. Although there is considerable evidence for L2 influence on vocabulary acquisition in L3, not all researchers believe that such influence generalizes to morphosyntactic aspects of the grammar. For example, Håkansson et al. (2002) introduce the Developmentally Moderated Transfer Hypothesis (DMTH), which incorporates transfer in Processability Theory (PT). They argue against syntactic transfer from L2 to L3. The present study presents counter-evidence to this hypothesis from two groups of learners with different L1s and L2s acquiring Swedish or Dutch as L3. The evidence clearly indicates that syntactic structures are more easily transferred from L2 than from L1 in the initial state of L3 acquisition. The two groups behave significantly differently as to the placement of negation, a difference that can be attributed to the L2 knowledge of the learners in interaction with the typological relationship between the L2 and the L3.
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Yakunina, Daria V. "INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “PRACTICE OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE TO ADULTS - 2” (MOSCOW, RSUH, MARCH, 24, 2022)." RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, no. 8 (2022): 160–67. http://dx.doi.org/10.28995/2686-7249-2022-8-160-167.
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The conference was devoted to linguistics and methodology of teaching Russian as a foreign language to adults at various stages of language acquisition. Among the participants were professors and researchers of the Russian language and teachers of Russian as a foreign language from RSUH, Pushkin IRL, The University of Bologna, Sevastopol and Tver Universities and Liden&Denz Intercultural Institute of Languages. The topics for two thematic sessions are listed on the webpage of RSUH.
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Culbertson, Jennifer, and Kathryn Schuler. "Artificial Language Learning in Children." Annual Review of Linguistics 5, no. 1 (January 14, 2019): 353–73. http://dx.doi.org/10.1146/annurev-linguistics-011718-012329.
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Artificial language learning methods—in which learners are taught miniature constructed languages in a controlled laboratory setting—have become a valuable experimental tool for research on language development. These methods offer a complement to natural language acquisition data, allowing researchers to control both the input to learning and the learning environment. A large proportion of artificial language learning studies has aimed to understand the mechanisms of learning in infants. This review focuses instead on investigations into the nature of early linguistic representations and how they are influenced by both the structure of the input and the cognitive features of the learner. Looking not only at young infants but also at children beyond infancy, we discuss evidence for early abstraction, conditions on generalization, the acquisition of grammatical categories and dependencies, and recent work connecting the cognitive biases of learners to language typology. We end by outlining important areas for future research.
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Вєтрова, Ірина, Тамара Білоус, and Олена Верьовкіна. "THE BALANCE BETWEEN LANGUAGE ACQUISION AND LANGUAGE LEARNING IN ELC." Інноватика у вихованні 2, no. 13 (June 15, 2021): 82–89. http://dx.doi.org/10.35619/iiu.v2i13.354.
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The article is devoted to the to the actual problem of the balanced use of English language teaching methods, some of which are considered by foreign researchers as close to the natural development of the child's language, and others are viewed as purely educational. Based on the analysis of foreign researches, the authors of the study clarified the concepts of " second language acquisition" and "second language learning", outlined their fundamental difference and importance in the process of studying English. It has been observed that some scholars prefer only methods of second language acquisition that resemble the natural process of a child's native language development. There is another vision of successful foreign language learning, whose proponents believe that when teaching a foreign language one should use both exercises that give an idea of the language, and activities that resemble the natural process of language acquisition, where the first can not be ignored and plays an important role. The article suggests the examples of different approaches to the use of educational material at English language classroom. It is noted that their choice depends on the teacher, his understanding of the real language functioning in the community. T has been suggested, that wide exposure to a second language can be provided by extensive reading and listening, in particular out of ELC. This can be assisted by parents and their involvement to students’ studying. The results of a survey of students on their preferences in mastering the English language and observation of the real situation in the classroom are presented. The paper discusses the debatable nature of the problem and need for its further development is emphasized.
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Bittner, Dagmar, and Natalia Gagarina. "Intersentential pronominal reference in child and adult language." ZAS Papers in Linguistics 48 (January 1, 2007): 225. http://dx.doi.org/10.21248/zaspil.48.2007.350.
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The 48th volume of the ZAS Papers in Linguistics presents selected papers from the conference on Intersentential pronominal reference in child and adult language held at the ZAS in December, 2006. The conference, organized by the project Acquisition and disambiguation of intersentential pronominal reference, brought together leading researchers dealing with anaphora resolution in diverse theoretical approaches and the acquisition perspective on pronominal reference taken by the ZAS project.
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Bergonia, Rhoan Lyka, Destiny Baricante, and Ramil G. Ilustre. "Ethics in Conducting Research in Second Language Acquisition." International Journal of English Language Studies 4, no. 3 (July 8, 2022): 35–38. http://dx.doi.org/10.32996/ijels.2022.4.3.5.
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This scoping review studies the proper ethics in conducting research in second language acquisition. This scoping review mainly directs to synthesizing relevant studies and literature on proper ethics when conducting research. Ethics, in most common ways, define norms for conduct that distinguish between acceptable and unacceptable behavior. Hence, this scoping review gathered and scrutinized recent and relevant papers from various databases. The collected papers consist of qualitative and quantitative studies. Many researchers agree that ethics in research is crucial in every study. Hence, this paper analyzes recent and relevant papers about ethics in conducting research. A byproduct of these studies can lead to a better understanding of promoting proper ethics in conducting research.
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Nursanti, Rachmi Retno, and Widyastuti Purbani. "A Deep Scanning on Mild Mental Retardation Individual’s Language Acquisition and Development." VELES: Voices of English Language Education Society 6, no. 2 (October 30, 2022): 453–65. http://dx.doi.org/10.29408/veles.v6i2.5223.
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This research aims to investigate the language acquisition and development of a child with mild mental retardation in the 14th years old. The language acquisition is developed by appropriate treatment of caregivers including parent, family members, teachers, friends, and neighbors. Parent is the main caregiver that contributes language development of the child with mild mental retardation. The research uses qualitative approach in a case study as a research design. The results of this research show that the child got speech therapy in the 3rd years old and the parent provided facilities to develop language; such as story books, stationary, and gadgets. The child acquired four languages; Bahasa Indonesia, Javanese language, English language, and Arabic language since she went to school. Each language has different role in the child’s daily activities and communication. The schooling system contributed the child’s achievement academically and non-academically because she was studying at inclusive school with special teachers from psychology education background. In addition, neighborhood environment supported the child’s confidence to socialization. Thus, this research is supposed to be a reference to the following researchers to discover more treatments to mentally retarded students in acquiring languages.
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Neupane, Nabaraj. "Second Language Acquisition as a Discipline: A Historical Perspective." Journal of NELTA Gandaki 2 (December 8, 2019): 55–64. http://dx.doi.org/10.3126/jong.v2i0.26603.
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Second language acquisition (SLA) generates and tests the theories concerning the acquisition of languages other than first language (L1) in different contexts. Even if SLA is a nascent discipline, its history is remarkable and helpful to seek the answers to the questions that researchers are raising in the field of second language or foreign language. Based on this context, this article aims to recount the history of the burgeoning discipline that heavily draws from numerous disciplines like linguistics, psychology, sociolinguistics, psycholinguistics, and so on. To achieve the objective, document analysis method has been used. The analysis and interpretation of the available documents exhibit that the traces of SLA were observed in the studies that address the issue of language transfer. Specifically, the diachronic study proves that the development of the discipline has undergone three evolving phases like background, formative, and developmental. The background phase caters for behaviourism, contrastive analysis hypothesis, and the attacks on the fundamental premises of behaviourism. The formative phase deals with Chomsky’s revolutionary steps, error analysis, interlanguane theory, morpheme order studies, and the Krashen’s monitor model that opened up the avenues for further studies of SLA. The developmental phase recounts various studies that have consolidated SLA as a separate discipline.