Journal articles on the topic 'Older language learners'
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1
de Courcy, Michèle. "Four adults’ approaches to the learning of Chinese." Australian Review of Applied Linguistics 20, no. 2 (January 1, 1997): 67–93. http://dx.doi.org/10.1075/aral.20.2.05dec.
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The aim of this paper is to present the results of research conducted with four adult learners of Chinese, in order to throw some light on the process of learning Chinese as a second language. The term “process” is used here to refer to operations used by learners to find and/or construct meaning within the context of a particular second language classroom. “Strategy” refers to a single operation which is a feature of the process of meaning construction. Data were collected over a two year period using individual and group interviews, think aloud protocols, classroom observation and learner diaries. The students showed a number of different approaches to learning, not all of which could be classified as “good language learner” strategies. Findings relating to literacy are presented, as well as more general learner strategies. Research implications are that there is still much to be learned about what goes on in immersion classrooms, especially as regards older learners and languages with ideographic scripts.
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Singleton, David, and Dorota Záborská. "Adults learning additional languages in their later years." Journal of Multilingual Theories and Practices 1, no. 1 (October 15, 2020): 112–24. http://dx.doi.org/10.1558/jmtp.15361.
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This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.
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Kacetl, Jaroslav, and Blanka Klímová. "Third-Age Learners and Approaches to Language Teaching." Education Sciences 11, no. 7 (June 22, 2021): 310. http://dx.doi.org/10.3390/educsci11070310.
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Foreign language learning in the third age is one of the popular activities among the elderly. The question remains as to how to teach a foreign language to older adults properly. The first objective of this review was to identify suitable pedagogical approaches, teaching methods, or strategies for teaching foreign languages to third-age learners. The second objective was to determine whether foreign language learning later in life is beneficial. The authors used a method of literature review to achieve these goals. The former objective was not fully achieved as there is no clear outcome, although some generalizations based on other review studies can be made. Namely, foreign language teaching among the older generation should be student-centred and a communicative method should be implemented with a special focus on talking about familiar topics and listening comprehension to facilitate a senior’s foreign language learning. In addition, the teaching methods ought to incorporate real life experiences and provide relevant content. Respect should also be paid to the fact that older adults have intrinsic rather than extrinsic motivation to learn a foreign language. The latter objective was attained since older people can benefit from learning a foreign language at a later age in many ways, including areas like travelling, social inclusiveness, improvement of cognitive skills, and overall well-being.
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Cox, Jessica G. "EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER." Studies in Second Language Acquisition 39, no. 1 (December 1, 2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.
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Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who were monolingual English or bilingual English/Spanish speakers learned basic Latin morphosyntax using a computer program with or without EI. Results showed no overall effects of EI, although bilinguals with EI had advantages when transferring skills. Bilinguals also outperformed monolinguals on interpretation regardless of instruction.This study expands the scope of SLA research to include older adults and bilinguals, when traditionally participants are young adult monolinguals. It bolsters nascent research on older adults by adopting a tried-and-true paradigm: interactions between variables. Older adults’ overall success at learning language counters negative stereotypes of aging and demonstrates that bilingual linguistic advantages are lifelong.
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Benattabou, Driss, Bendaoud Nadif, and Abdelouahed Bouih. "On the Significance of the Age Factor in Language Attainment: A Synthesis and Novel Evidence from Morocco." International Journal of Linguistics and Translation Studies 3, no. 2 (July 30, 2022): 86–101. http://dx.doi.org/10.36892/ijlts.v3i2.247.
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The aim of the following study is to explore the interrelatedness between second/foreign language attainment and the learner’s age. The interest in this study grew for two fundamental reasons. First of all, although there have been many investigations dealing with the link between the learners’ age and their second/foreign language attainment, the findings from the research continue to be inconsistent and inconclusive (Pfenninger & Polz, 2018; Kroll & De Groot, 2009). Additionally, the equivocal nature of the findings is related in part, to the failure of most of these studies to examine this relationship under adequately controlled conditions (Nikolov & Djigunović, 2006). This paper attempts to undertake the central question at multiple levels of analysis among Moroccan learners of different age groups being subject to the same teaching and learning conditions. More interesting perhaps is that although much research has been undertaken to explore the significance of the age factor in language learning, this topic is still an uncharted area of research in the Moroccan educational context, and very little is known about it. Our concern here is to disclose the interrelatedness between the learners’ age and their success or failure in language attainment. Drawing on data comparing young and older learners’ attainment levels in English as a foreign language, the results prove very convincingly that young language learners tend to surpass their older classmates, though not significantly at different levels of analysis, but more substantially at one particular level pertaining to the language skill of reading. Another more central objective of this paper is to draw the attention of language teachers and educationalists in general to the importance of the young-adult difference in language learning and to delineate some of the pedagogical implications for the teaching and learning of languages in Moroccan elementary schools.
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Hu, Ruyun. "The Age Factor in Second Language Learning." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2164. http://dx.doi.org/10.17507/tpls.0611.13.
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In recent years; age has being considered as the major factor in determining language learners’ successful foreign language acquisition; which is correlated to the assumption stated by Critical Period Hypothesis and Neurological Hypothesis. Most importantly; these assumptions might be concluded that that language learner can acquire foreign language better than adults do at their early age. Additionally; there is still a widespread belief held by many scholars; stating that young children are better at second language acquisition (SLA) than the later starters; such as the adolescents or adults. Therefore; whether young learners learn second language better than the older will be discussed in this article.
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Ahsanah, Finaty. "Gender and Age Differences in the Use of Language Learning Strategies by Junior and Senior High School Students." JET (Journal of English Teaching) 6, no. 1 (February 22, 2020): 50–59. http://dx.doi.org/10.33541/jet.v6i1.1405.
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In learning English as a foreign language, language learning strategies (LLS) is undoubtedly important. Therefore, most of language learners need to employ LLS in learning language effectively. However, LLS have a uniqueness that is each learner may employ LLS differently and it usually depends on some factors. The factors which usually affect LLS preferences among others are motivation, socioeconomic status, parental support, age, gender, etc. This current study tries to explore this phenomenon by administering Strategy Inventory for Language Learning (SILL) to 118 participants, consisted of 66 junior high school students and 52 senior high school students in Paciran, East Java. It is used for measuring the strategies that is used by the language learners in learning English. Interview is also administered as the supporting data to gain the missing information which cannot be obtained from the SILL. The results indicated that there was no significant difference between male and female students in LLS preferences whereas there was a statistically significant difference between younger and older learners in employing LLS; the young learners tended to use LLS more frequent than the older. Therefore, it can be strongly assumed that the age factor is more important than the gender factor in terms of the LLS preferences. Since, this current study showed that both male and female language learners tend to employ LLS in the same frequency level.
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Ronowicz, Edmund A. "Factors influencing the initial stages of foreign language phoneme acquisition." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 83–104. http://dx.doi.org/10.1075/aral.11.1.08ron.
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Abstract The paper presents an analysis of the initial stages of foreign language phoneme acquisition and a report from two years of empirical research designed to verify the validity of some of its findings. The most interesting results seem to have been obtained so far in the study of those linguistic and non-linguistic factors which are related to the learner’s age: they indicate that interference from native phonemes the learners have stored in their memory may not necessarily be the only, or the most important, factor responsible for older learners’ problems with learning foreign phonemes during the initial stages.
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Słowik, Agata. "Listening in Older Second Language Learners: The Teachers’ Perspective." Journal of Education Culture and Society 8, no. 1 (July 10, 2017): 148–63. http://dx.doi.org/10.15503/jecs20171.148.163.
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There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research.
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Słowik, Agata. "Teaching listening to older second language learners: Classroom implications." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 143–55. http://dx.doi.org/10.15503/jecs20172.143.155.
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Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.
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Bialystok, Ellen, and Barry Miller. "The problem of age in second-language acquisition: Influences from language, structure, and task." Bilingualism: Language and Cognition 2, no. 2 (August 1999): 127–45. http://dx.doi.org/10.1017/s1366728999000231.
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Three groups of participants were given a grammaticality judgement test based on five structures of English grammar in both an oral and written form. The first group consisted of native speakers of Chinese, the second, native speakers of Spanish, and the third, native English speakers. The two learner groups were divided into those who had begun learning English at a younger (less than 15 years) or older (more than 15 years) age. Performance was measured for both accuracy of judgement and time taken to respond. The results showed that performance patterns were different for the two learner groups, that the linguistic structure tested in the item affected participants' ability to respond correctly, and that task modality produced reliable response differences for the two learner groups. Although there were proficiency differences in the grammaticality judgement task between the younger and older Spanish learners, there were no such differences for the Chinese group. Furthermore, age of learning influenced achieved proficiency through all ages tested rather than defining a point of critical period. The results are interpreted as failing to provide sufficient evidence to accept the hypothesis that there is a critical period for second language acquisition.
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Sundqvist, Pia, Erica Sandlund, Marie Källkvist, and Henrik Gyllstad. "Language Practices in English Classrooms: Guest Editors’ Introduction to the Special Issue." Languages 7, no. 4 (November 14, 2022): 291. http://dx.doi.org/10.3390/languages7040291.
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English is taught in classrooms across the globe to learners of all ages, from very young learners in primary school to older learners who have reached retirement and occupy their time in the so-called third age by studying English [...]
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Słowik, Agata. "Teaching Listening Skills to Older Second Language Learners: The Students’ Perspective." Anglica Wratislaviensia 55 (October 18, 2017): 139–54. http://dx.doi.org/10.19195/0301-7966.55.10.
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Most modern ELT course books and language courses are designed to address one of four language skills at the time to ensure that enough time and attention is devoted to each one of them. Despite the fact that listening is included as one of these skills, it usually receives the least attention from teachers, who do not utilize the full potential of the exercises. The problem arises from miscategorising listening as a “passive” skill, which can be learnt effortlessly by simple exposure to the target language. In reality, listening can be taught but it is a rather demanding process, requiring more preparation from teachers as well as their willingness to demonstrate and share their extensive knowledge about sounds, decoding strategies and different listening techniques, which in turn aids students in identifying targets for practice. The aforementioned issue, i.e. treating listening as a passive skill and not using all possible teaching strategies associated with listening exercises, applies to all groups of students; however, older adult learners seem to be the most affected by it. The reason why older adults consider listening as one of the most challenging tasks stems from their reduced cognitive abilities and common hearing problems, which results in decreased speech comprehension ability and thus makes learning new languages even more challenging to them. The primary objective of the following article is thus to analyse student feedback in relation to listening exercises and to suggest possible improvements to teaching listening skills. Acquired results and conclusions shall serve as a basis for a possible expansion of the survey by adding teachers’ perspective and observations in the future.
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Fajarina, Maskhurin. "Mastering Teaching English For Young Learners." Wacana Didaktika 5, no. 01 (June 30, 2017): 1–11. http://dx.doi.org/10.31102/wacanadidaktika.5.01.1-11.
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Teaching language to old learners is different from teaching language to young learners. Young learners have certain characteristics which are different from old learners so those influence their acquiring a foreign language. Teaching foreign language is easy if we understand the rules well. The rules are understanding characteristics of our students, mastering some suitable methods, and choosing suitable material. Young learners have certain characteristic distinguishing to the older learners. Related to the certain characteristics, the teacher must understand to differentiate the method they use in teaching English as a foreign language to the young learners. To empower the teaching, the teacher must master the material well
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Słowik-Krogulec, Agata. "Developing efficient foreign language classroom environment for older adult learners." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 189–200. http://dx.doi.org/10.15503/jecs20192.189.200.
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Aim: The aim of the research is to present which elements related to teaching English to older adult learners have the greatest influence on creating a propitious and friendly learning environment. In order to achieve this firstly, I wish to present older adults’ observations regarding problems encountered in the classroom environment related to the lack of teaching materials, mixed age and ability groups or being discriminated against by fellow students and teachers. Secondly, I would like to propose some solutions to improve the efficiency of both students and teachers in the classroom environment.
Methods: The subjects of the study were 40 older adult learners of English who attended the classes at the University of the Third Age in Wrocław. In the study the participants were asked to choose the answers which, according to them, have the greatest influence on their learning the foreign language in later life. The participants also wrote additional comments that explained their choices. The analysis was qualitative in nature.
Results: The analysis shows that teachers (n=35) and teaching materials (n=31) are considered to be the two most important factors in learning a language in later life. The third most vital factor in creating a good classroom environment is related to other students (n=17). The subjects’ comments, however, point to numerous problems encountered in the aforementioned areas that affect the process of foreign language learning in later life.
Conclusions: Older adult learners’ needs, abilities and learning preferences should be taken into account while designing language courses as, according to the subjects of the study, at present it is not the case. Moreover, there should be more awareness on behalf of the teachers as to the age-related changes that make certain tasks difficult and the learning environment unnecessarily hostile.
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Bosisio, Nicole. "Language Learning in the Third Age." Geopolitical, Social Security and Freedom Journal 2, no. 1 (November 1, 2019): 21–36. http://dx.doi.org/10.2478/gssfj-2019-0003.
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Abstract This paper discusses the importance of foreign language learning as a means of maintaining healthy cognitive, psychological and social functioning in elderly people. It argues that a complex cognitive activity involving multiple skills and stimulating extensive neural networks can greatly contribute to contrast the inception of neurodegenerative disorders such as Alzheimer’s and other types of dementia. Because of age-related physical and mental limitations, and because old learners find it hard to abandon tried-and-tested methodologies and attitudes, it is, however, crucial that teachers and educators try to meet the older adult’s needs by customising teaching procedures and learning environment to their requirements and expectations. Rather than introducing a great amount of new information and learning techniques, it may be much more fruitful to encourage the older adult to retrieve and rely on previously acquired knowledge and consolidated learning strategies. The adoption of computer-assisted language learning, however, may be helpful and motivating for older learners, provided technological demands are kept to a minimum.
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MARTÍNEZ-ADRIÁN, MARÍA. "The use of previously known languages and target language (English) during task-based interaction: A pseudolongitudinal study of primary-school CLIL learners." EuroAmerican Journal of Applied Linguistics and Languages 7, no. 1 (February 20, 2020): 59–77. http://dx.doi.org/10.21283/2376905x.11.191.
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(Pseudo)longitudinal studies of the use of previously known languages (PKL) and the target language (TL) during interaction are still scarce in Content and Language Integrated Learning (CLIL) contexts, particularly those with young learners. This paper examines the use of PKLs (Basque-Spanish) and the TL English in various categories (appeals for assistance-clarification requests-metacomments-discourse markers-private speech) in two groups of CLIL learners (grade 5 and 6) during dyadic interaction. A greater use of PKLs in older learners was found, especially in less cooperative and more external to the task strategies. As regards TL use, both groups performed similarly, except for metacomments, where younger learners made a slightly higher use. When comparing PKLs to TL use, both grade learners resorted to Basque-Spanish more frequently than to English, except for metacomments. Learners seem to use their language repertoire for task-management purposes. Nonetheless, they still resort to PKLs to keep the flow of speech.
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Scott, Mary Lee. "Auditory Memory and Perception in Younger and Older Adult Second Language Learners." Studies in Second Language Acquisition 16, no. 3 (September 1994): 263–81. http://dx.doi.org/10.1017/s0272263100013085.
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This study compared younger and older adult monolingual English speakers and bilingual (English/Spanish) speakers on aspects of language learning aptitude, specifically, measures of auditory perception and memory span, in English and Spanish. Multivariate analyses of variance revealed no age difference in auditory memory span in English; however, both older and younger bilinguals performed better than monolinguals on these tasks. Younger subjects performed better than older subjects on measures of auditory perception in English. Older and younger monolinguals performed similarly on a measure of auditory memory span in Spanish, whereas younger monolinguals demonstrated more accuracy on Spanish perception tasks. The Spanish proficiency of the younger bilinguals far exceeded that of the older bilinguals, and their performance was better on measures of auditory memory and perception in Spanish even when differences in proficiency were statistically controlled. However, a comparison of subgroups of older and younger bilinguals showing a similar level of Spanish proficiency revealed that the performance of the older bilinguals approached fairly closely the performance of the younger subjects on the Spanish auditory memory and perception tasks.
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Ozfidan, Burhan, and Lynn M. Burlbaw. "A Literature-Based Approach on Age Factors in Second Language Acquisition: Children, Adolescents, and Adults." International Education Studies 12, no. 10 (September 29, 2019): 27. http://dx.doi.org/10.5539/ies.v12n10p27.
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Age is an essential factor in Second Language Acquisition (SLA), impacting the success of students and instructional methods. The purpose of this study is to examine the age factor in SLA by examining three age categories – children, adolescents and adults. In doing so, the study considers the Critical Period Hypothesis as a base of linguistic research in the area of age factor. The study disapproves the assertion of the hypothesis that all prepubescent learners are able to acquire native-like proficiency in target language pronunciation. The study analyzes common SLA beliefs, including: 1) younger learners are more successful than older learners, 2) the language learning processes of younger learners are less stressful and require less of an effort, and 3) young learners are more skillful in language learning. Adolescents and adults are considered as older learners in terms of cognitive maturity. The results of the study indicated that children learn a language easier than adolescents and adults, particularly with respect to pronunciation and morpho syntax. Adolescents are good at syntax and listening sills, while the best results for adults are for reading and writing activities. Thus, the types of brain organization at learners of different developmental stages lead to the need for a diversity of instructional methods for children, adolescents and adults.
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Smithers, Ryan W., and James W. Gray. "Enhancing the quality of life in lifelong learners: The influence of a meaning-order approach to pedagogical grammar on motivation and self-efficacy." Applied Linguistics Review 11, no. 1 (March 26, 2020): 129–49. http://dx.doi.org/10.1515/applirev-2017-0095.
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AbstractThe purpose of this study is to outline how a practitioner puzzling over the appropriateness of grammar instruction for an English as a foreign language (EFL) class of 11 adults, aged 56 to 78, used the Exploratory Practice (EP) framework to try and enhance the quality of life for these learners learning English as a hobby in Japan. More specifically, this case study sought to come to an understanding of whether the quality of older learners’ lives could be positively influenced through grammar instruction via a meaning-order approach to pedagogical grammar (MAP Grammar). The results demonstrated that older learners benefited from grammar instruction, specifically, MAP Grammar instruction. Furthermore, the quality of their lives was enhanced because, after training in MAP Grammar, these lifelong learners developed stronger self-efficacy beliefs and became more motivated to study EFL. Therefore, teachers who teach older language learners should try incorporating MAP Grammar instruction as part of their pedagogies to see if their practices can also be positively affected.
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Olivares-Cuhat, Gabriela. "How to tailor TELL tools for older L2 learners." Elia, no. 18 (2018): 81–104. http://dx.doi.org/10.12795/elia.2018.i18.04.
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Nee, Julia. "Understanding the effects of language revitalization workshops using long-format speech environment recordings." Proceedings of the Linguistic Society of America 6, no. 1 (March 20, 2021): 213. http://dx.doi.org/10.3765/plsa.v6i1.4967.
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Long-format speech environment (LFSE) recordings are increasingly used to understand language acquisition among young children (Casillas & Cristia 2019). But in language revitalization, older children are sometimes the largest demographic acquiring a language. In Teotitlán del Valle, Mexico, older children have participated in Zapotec language revitalization workshops since 2017. To better understand how these children use language, and to probe whether the language workshops impact language use, I invited learners to collect LFSE recordings. This study addresses two main questions: (1) what methodological challenges emerge when children ages 6-12 collect LFSE data?; and (2) what do the data suggest about the effects of the Zapotec workshops? I argue that, while creating LFSE recordings with older children presents methodological challenges, the results are useful in highlighting the importance of not only teaching language skills, but of creating spaces where learners are comfortable using the Zapotec language.
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El-Zine, Nesrine. "AGE AND MOTIVATIONAL INTENSITY IN FOREIGN LANGUAGES LEARNING: A CASE STUDY OF FRENCH LANGUAGE LEARNERS." LLT Journal: A Journal on Language and Language Teaching 24, no. 1 (January 7, 2021): 1–11. http://dx.doi.org/10.24071/llt.v24i1.2403.
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Motivation is one of the most researched concepts in the different fields of education, and the field of language learning is certainly not an exception. In the present research, the objective is to examine the Motivational Intensity as being one of the Motivations components. Also, the research investigates the impact, if any, of the factor of age on the examined component. The research addressed the two following questions: To what extent the Yemeni undergraduate learners of the French language are motivated to learn French? Does age have any impact on the degree of motivation of the Yemeni undergraduate learners of French? To answer the researchs questions, a survey was conducted in the Department of French Language and Literature at Sanaa University. The survey was composed of 5 questions that were selected and modified from Gardners AMTB (Attitude, Motivation Test Battery Questionnaire, 1985). The results of the survey demonstrated a statistically high degree of motivational intensity among the Yemeni undergraduate learners of French in general. However, the younger Yemeni learners were more motivated than their older counterparts.
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Brunfaut, Tineke, Judit Kormos, Marije Michel, and Michael Ratajczak. "Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task." Language Testing 38, no. 3 (February 25, 2021): 356–77. http://dx.doi.org/10.1177/0265532221991480.
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Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differences in WM capacity – as well as other learner and task characteristics – might create construct-irrelevant variance in test performance. In this study, we investigate the effects of WM, grade level, and reading task on young learners’ FL reading test performances. Ninety-four young English language learners (Grades 6–7) in Hungary completed the TOEFL® Junior™ Comprehensive’s reading test and a WM test battery. Our mixed-effects model predicted significantly higher comprehension accuracy among learners with higher WM capacity, and among learners in Grade 7 compared to learners in Grade 6. Reading task differences were not associated with significant comprehension accuracy differences. We discuss the implications of our findings for testing young learners’ FL reading comprehension.
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Słowik, Agata. "Adult Learners and the Use of L1 in the Foreign Language Classroom." Anglica Wratislaviensia 54 (November 15, 2016): 109–25. http://dx.doi.org/10.19195/0301-7966.54.8.
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The aging population is a worldwide phenomenon. An increasing number of older adults are interested in learning languages but they often become disheartened because of strict rules imposed on them by language teachers blindly following the trend of “foreign language only.” For many decades following the end of Grammar Translation method, students’ mother tongue has been banned from language classrooms. Fortunately, however, this trend is beginning to shift giving place to more lenient approaches to teaching based on allowing and encouraging own-language use. Indeed, recent studies prove that there are a number of advantages resulting from permitting the use of translation, whereas it seems that there are hardly any real obstacles besides the ones existing as part of teachers’ own beliefs. Adults are not a homogeneous group and yet it is rarely acknowledged in studies on the use of mother tongue in language classrooms. As in case of any other age group, younger and older adults’ abilities, needs and learning preferences should also be taken into account to make their learning process more effective and more suitable. The aim of this article is to provide a foundation for future research on the adult learners and the use of their mother tongue in the classroom environment.
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Koutská, Iva. "Older Adult English Language Learning during the Pandemic of COVID-19." CASALC Review 11, no. 1 (September 30, 2021): 6. http://dx.doi.org/10.5817/casalc2021-1-1.
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The pandemic of COVID-19 created an unexpected challenge to the whole educational system and reintroduced the topic of distance learning and its importance. Society reacted to epidemiological restrictions in social contacts by transferring the education into the virtual space but older English language learners benefit from social contacts and are usually limited in digital skills.The article analysis situation in the English language courses of the Universities of the Third Age (U3A) in the Czech Republic between March 2020 and July 2020. The text is based on a literature review and questionnaires to the U3A organisers and leads to the conclusion that older English language learners were left only with limited opportunities for their English language development at that time.
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Lozano, Cristóbal. "Knowledge of expletive and pronominal subjects by learners of Spanish." ITL - International Journal of Applied Linguistics 135-136 (January 1, 2002): 37–60. http://dx.doi.org/10.1075/itl.135-136.02loz.
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Abstract Abstract A number of studies investigating second language acquisition (SLA) from the perspective of Principles and Parameters Theory (P&P, CHOMSKY, 1981, 1995) have focused on the pro-drop parameter, and have argued that older second language learners are sensitive to the different, properties it purportedly covers (e.g., AL-KASEY & PÉREZ-LEROUX, 1998; LICERAS, 1989; PHINNEY, 1987; WHITE, 1986). In this paper we extend this work by investigating two of its syntactic corollaries, namely, referential pronominal subjects (ProS) and expletive pronominal subjects (ExpS). In so-called [+pro-drop] languages both may be realised as an empty element (pro). While on the surface these forms are identical, referential subject pro is different from expletive subject pro both syntactically and semantically; syntactically because referential pro co-exists with a set of overt subject pronouns (yo 'I' , tú 'you', etc), whereas there are no overt expletive pronouns; semantically because referential pro is distinguished for 3 persons, number and gender features, whereas expletive pro would appear to be a third person, singular, gender-neutral pronoun. We will examine whether older L2 learners are sensitive to these differences by using paired grammaticality judgement tests (PGJT). Results are consistent with the claim that learners have different mental representations for ProS and ExpS.
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Xiao, Yun. "Effect of home background on advanced heritage language learning." Chinese as a Second Language Research 2, no. 2 (October 25, 2013): 193–220. http://dx.doi.org/10.1515/caslar-2013-0030.
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AbstractUsing a detection test and an essay writing task, this study investigates the effect of home background on Chinese heritage language (CHL) learning and attainment at the advanced level. By examining the participants' use of target morphological marker le and discourse features, the study shows that, compared with their non-HL counterparts, advanced college CHL learners used the morphological marker le more frequently and more appropriately, and older CHL arrivals performed better than younger arrivals. Results of the essay writing task show that, compared with their non-HL counterparts, the older CHL arrivals did significantly better, while the younger arrivals did marginally better. The data support previous findings that early exposure to a language has undeniable positive effect on subsequent learning and that immigrant HL learners' age of arrival is an important indicator of attainment of competence at the advanced level.
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Miteva Tanaskoska, Hristina. "SECOND LANGUAGE ACQUISITION AND THE CRITICAL PERIOD." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (June 5, 2019): 1769–71. http://dx.doi.org/10.35120/kij31061769m.
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Is there a critical period for second language acquisition? When should one begin learning a second language? These are questions that have always been present and they stiil have not become any less controversial or complex. There is not any specific age that could be determined or proclaimed to be the most appropriate. A lot of things must be taken into consideration with spesific emphasis on the goals of the learner. Whether reaching a native -like accent and proficency is the ultimate aim or obtaining a certain level that will enable an everyday communication? Since a great number of experiments and research have shown that both younger and older students can achieve high levels in their second language, a fair atribute and attention should be paid to both theories respectfully.It has been hypothesized that there is a critical period for second language acquisition as well as for first language acquisition. According to this theory there is a time in human development when the brain is predisposed for success in language learning. It is belived that some developmental changes in the brain affect the nature of language acquisition. Therefore, any language learning that occurs after the end of the critical period may not be based on innate biological structures belived to contribute to first language acquisition or second language acquisition in early childhood. The general learning abilites that the older learners depend on, are claimed to be less efective than the innate capacities available to young children. Most studies of the relationship between age of acquisition and second language development have focused on learners’pronounciation. It is frequently observed that most children from immigrant families eventually speak the language of their new community with native –like fluency and accent, while their parents quite often fall behind in this mastery even long after they had been living and working in the new community. Nevertheless, some researches argue that older learners may have one advantage: they appear to be able to learn faster in the early stages of second language learning. Age is one of the characteristics that determine the way in which an individual approaches second language learning. But the opportunities for learning (inside the classroom and outside), the motivation to learn , and individual differences in aptitude for language learning are also important determining factors that affect both rate of learning and eventual susscess in learning. It must be acknowledged that achieving native-like mastery of the second language is neither a realistic nor a neccessarilya desired goal for many second language learners in many educational contexts.
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Barrios, Elvira, and Irene Acosta-Manzano. "Foreign Language Enjoyment and Subjective Happiness in Spanish Adult Learners." Journal of Language and Education 8, no. 2 (June 30, 2022): 66–79. http://dx.doi.org/10.17323/jle.2022.13506.
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Background. Research interest in FLE and its associated factors has increased in recent years, especially regarding learner-internal factors. Happiness could potentially be one of the predictors of FLE.
Purpose. This study aimed to investigate the link between foreign language enjoyment (FLE) and a measure of subjective happiness (SH).
Methods. A total of 594 adult foreign language learners aged 16 to 72 participated in the study. Ten items extracted from the FLE scale and the SH scale translated and validated into Spanish were used to gather the data.
Results. With a significant 3.6% shared variance between FLE and SH, the study found that participants with higher scores on FLE have higher scores on SH. However, the percentage of shared variance found is considerably higher for different subgroups (e.g., 6.7% for the older adolescent group and 10% for mature and senior adults). The results suggest that the relationship between personality variables and FLE may differ depending on learner-internal factors such as age, gender, competence level and foreign language.
Implications. The study opens a new line of research into the interaction between FLE and happiness, and factors affecting it with a sample that, due to the wide range of participant ages and the number of participants beyond their twenties, is more representative of the adult foreign language learner population than is usually the case in studies of FLE.
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Clyne, Michael, Marisa Cordella, Doris Schüpbach, and Brigid Maher. "Connecting younger second-language learners and older bilinguals: interconnectedness and social inclusion." International Journal of Multilingualism 10, no. 4 (September 26, 2013): 375–93. http://dx.doi.org/10.1080/14790718.2013.832120.
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Leung, Alex Ho-Cheong, and Martha Young-Scholten. "Reaching out to the other side: Formal-linguistics-based SLA and Socio-SLA." Applied Linguistics Review 4, no. 2 (October 25, 2013): 259–90. http://dx.doi.org/10.1515/applirev-2013-0012.
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AbstractGenerative linguistics has long been concerned with the linguistic competence of the “ideal speaker-listener, in a completely homogeneous speech-community, who knows its language perfectly” (Chomsky 1965: 3). Research in formal-linguistics-based second language acquisition takes as its starting point the second language (L2) speaker's underlying mental representation. Here the factors of interest are influence of the learner's native language and, in generative SLA, the operation of innate linguistic mechanisms (Universal Grammar). Similar to methodology in formal syntax, lxSLA adopts techniques such as grammaticality judgment, comprehension and perception tasks supplementing spontaneously produced oral data. While there may be individual differences in oral production, tasks that tap learners' mental representations reveal commonalities across learners from a given native language background with the same amount/ type of exposure and age of initial L2 exposure. When it comes to phonology, age has long been a central factor with numerous comparative studies showing younger learners far outperforming older learners (see Piske et al. 2001). This paper discusses a case of possible non-acquisition by L2 children who had had considerable exposure to the L2. Children's non-acquisition is only apparent, and this allows us to consider the value of lxSLA methodology on the one hand, and and raises issues about what might be lacking in the current socio-SLA paradigm, on the other. We argue that only when we return to the cooperation that marked its birth in the 1960s will we have a comprehensive picture of SLA.
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Wang, Yangting, and M. Sidury Christiansen. "An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps." International Journal of Computer-Assisted Language Learning and Teaching 9, no. 4 (October 2019): 51–71. http://dx.doi.org/10.4018/ijcallt.2019100104.
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A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.
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Alzahrani, Muteb Ali. "Language Acquisition During and After Critical Period (A Comparative Review Between Children and Adults)." International Journal of Linguistics 12, no. 6 (November 17, 2020): 23. http://dx.doi.org/10.5296/ijl.v12i6.17948.
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This research paper is a review of the previous literature that focuses on whether or not there is an influence of second language acquisition during 'critical period'. Critical period refers to acquiring a second language before the age of adulthood. Although there is no consensus among linguists on the impact of the critical period, numerous scholars in the field of second language acquisition agree that language learners gain more benefits during the critical period including mastering the phonological system of the target language. In addition, this paper compares between the potential linguistic benefits between young learners who acquire language at an early age of their lives and their older counterparts who begin learning a language after the age of maturation. Interestingly, those who start studying a second language during the critical period usually outperform their older counterparts due to their exceptional memory traits and fresh speech organs ultimately, it displays the appropriate teaching approaches based on age benefiting from the idea of critical period hypothesis.
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Brown, Lucien. "“Oppa, Hold My Purse:” A Sociocultural Study of Identity and Indexicality in the Perception and Use of Oppa 'Older Brother' by Second Language Learners." Korean Language in America 18, no. 1 (January 1, 2013): 1–22. http://dx.doi.org/10.2307/42922374.
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ABSTRACT This paper looks at the way that six female second language learners of Korean (two heritage learners and four non-heritage) at a US college perceived the kinship term oppa 'older brother (of a woman)' and applied it (or avoided its usage) to express various aspects of their identities. Although previous research (such as Siegal, 1994, 1996) suggests that western female learners are likely to avoid linguistic forms that they view as gendered, the findings of the current paper show a more complex picture. Although the learners perceived oppa as “infantilizing,” excessively “cute,” “manipulative,” implying a gender imbalance, and possessing uncomfortable sexual connotations, only one of the six learners avoided its usage altogether. Other learners used oppa within certain restricted contexts, where they perceived the term as indexing more positive meanings (“affection”). In addition, heritage learners used oppa due to pressure from the diasporic community to adopt Korean-style patterns of address. The ways that these learners restricted their usage of oppa to specific fields displayed certain aspects of skillful and strategic language use and expression of identity.
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Brown, Lucien. "“Oppa, Hold My Purse:” A Sociocultural Study of Identity and Indexicality in the Perception and Use of Oppa 'Older Brother' by Second Language Learners." Korean Language in America 18, no. 1 (January 1, 2013): 1–22. http://dx.doi.org/10.2307/korelangamer.18.2013.0001.
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ABSTRACT This paper looks at the way that six female second language learners of Korean (two heritage learners and four non-heritage) at a US college perceived the kinship term oppa 'older brother (of a woman)' and applied it (or avoided its usage) to express various aspects of their identities. Although previous research (such as Siegal, 1994, 1996) suggests that western female learners are likely to avoid linguistic forms that they view as gendered, the findings of the current paper show a more complex picture. Although the learners perceived oppa as “infantilizing,” excessively “cute,” “manipulative,” implying a gender imbalance, and possessing uncomfortable sexual connotations, only one of the six learners avoided its usage altogether. Other learners used oppa within certain restricted contexts, where they perceived the term as indexing more positive meanings (“affection”). In addition, heritage learners used oppa due to pressure from the diasporic community to adopt Korean-style patterns of address. The ways that these learners restricted their usage of oppa to specific fields displayed certain aspects of skillful and strategic language use and expression of identity.
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MACKAY, IAN R. A., JAMES E. FLEGE, and SATOMI IMAI. "Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent." Applied Psycholinguistics 27, no. 2 (March 6, 2006): 157–83. http://dx.doi.org/10.1017/s0142716406060231.
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Immigrants' age of arrival (AOA) in a country where a second language (L2) must be learned has consistently been shown to affect the degree of perceived L2 foreign accent. Although the effect of AOA appears strong, AOA is typically correlated with other variables that might influence degree of foreign accent. This study examined the pronunciation of English by native Italian immigrants to Canada who differed in AOA. As in previous research, those who arrived as young adults (late learners) were somewhat older at the time of testing, and produced somewhat longer English sentences, than those who arrived in Canada when they were children (early learners). The results of Experiment 1 showed that the greater chronological age of early than late learners was not responsible for the late learners' stronger foreign accents. Experiment 2 suggested that the late learners' longer L2 sentences were not responsible for observed early–late foreign accent differences. A principle components analysis revealed that variation in AOA and language use, but not chronological age or sentence duration, accounted for a significant amount of variance in the foreign accent ratings. The findings of the study were interpreted to mean that AOA effects on foreign accent are due to the development of the native language phonetic system rather than to maturational constraints on L2 speech learning.
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Sörensen, Silvia, Sandhya R. Seshadri, and Joyce Duckles. "ENGAGING OLDER ADULT LEARNERS AS HEALTH RESEARCHERS: PROGRAM OVERVIEW." Innovation in Aging 3, Supplement_1 (November 2019): S404. http://dx.doi.org/10.1093/geroni/igz038.1501.
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Abstract Studies of aging rarely include the older adults themselves in the process of conceptualizing questions, implementing the research, and evaluating the results. To provide opportunities for community members to become engaged in research, researchers and community stakeholders developed “Engaging Older Adult Learners as Health Researchers (ENGOAL).” This program educates older adults from underserved and underresourced communities about geriatric health and research methods, enabling them to become Research Partners. Two cohorts of African-American seniors (N=21) aged 53-79 have participated or are currently participating in six months of weekly classes followed by 4-6 months of research apprenticeships. Content and structure of classes (covering qualitative and quantitative research approaches and language, salient health themes, and developing a research proposal) will be described. Challenges and successes in providing research apprenticeships (interviewing for a study on vision, reviewing recruitment materials, evaluating a mentorship program, and testing a diabetes management program) will be discussed.
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Segura, Marta, Helena Roquet, and Carmen Pérez-Vidal. "The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time." Journal of Language and Education, no. 1 (March 31, 2021): 173–91. http://dx.doi.org/10.17323/jle.2021.10981.
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In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) have been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fill such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the efficacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student proficiency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.
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Homstad, Alice. "Neurolinguistic and Psycholinguistic Research on Learning Modes of Older Language Learners: Classroom Implications." Hispania 70, no. 2 (May 1987): 374. http://dx.doi.org/10.2307/343381.
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A. Alqarni, Nada. "Investigating the Relationship between Emotional Well-being and Grit as Predictors of Saudi EFL Female Students’ Foreign Language Achievement." Arab World English Journal 13, no. 3 (September 24, 2022): 498–511. http://dx.doi.org/10.24093/awej/vol13no3.32.
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Research into language learning psychology has shown that personality and psychological traits have influenced learners’ academic outcomes. Nevertheless, the literature contains very little research into the positive psychology of language learners and positive constructs such as grit and well-being. Consequently, this study aimed to examine how the psychological factors of well-being and grit impact the academic achievement of foreign language Saudi female learners concerning their age. Thus, this study attempted to determine the possible statistical relationships between grit, emotional well-being, and foreign language achievement for Saudi female EFL learners. To answer this central research question, the data were obtained via an online survey of 84 Saudi EFL female college-level students. Pearson correlational tests and hierarchical regression tests were used for statistical analyses. The findings revealed that: (1) grit had a positive and significant correlation with well-being levels; 2) grit (perseverance of effort-POE) had a significant and positive relationship with well-being; (3) well-being and grit were significant predictors of participants’ academic achievement, and (4) older EFL learners had higher grit levels than their younger peers. The results imply that understanding the positive psychology of language learners contributes to helping them to achieve academic success. Based on these findings, several pedagogical implications were suggested
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Shibuya, Emi. "Emotional factors in senior L2 acquisition: A case study of Japanese speakers learning Spanish." Journal of Education Culture and Society 11, no. 1 (June 27, 2020): 353–69. http://dx.doi.org/10.15503/jecs2020.1.353.369.
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Aim. This research tries to explore whether a training course on tour guiding in a foreign language designed for senior learners could maximize their life experience, knowledge, and motivation (Author, 2018, 2019). The discussion argues that language learning for older adults is to be considered not only from cognitive aspects, but also from emotional and social aspects, since these are malleable and susceptible of being changed by the teaching method and the teacher's skills.
Method. We discuss the case of senior Japanese learners of L2 Spanish through their questionnaires, class observations and introspective materials. Literature regarding emotional factors such as tolerance to ambiguity is reviewed. Also, we further focus on the social factors including gender divide, a major issue in Japanese society that affects the older generation in particular.
Results. We used the Multidimensional Mood State Questionnaire (MDMQ questionnaire, English version of Der Mehrdimensionale Befindlichkeitsfragebogen MDBF; Steyer, Schwenkmezger, Notz, and Eid, 1997) to determine their mood before and after the course 5 times in total. We also introduce 4 learners’ cases (2 female and 2 male learners) including introspective materials results from senior learners showing their Spanish level transition.
Conclusion. A content-based course linked to practical occasions to be a volunteer tour guide seems not simple for the students and some learners felt ambiguous with regards to contents; however, independently of their Spanish level, they tried to find simple and alternative ways to manage the conversations or explanations. Some typical cultural and social factors in Japan, learners’ language level, experience, knowledge, and emotional factors seem more important elements for the creation of class atmosphere in this content-based L2 learning.
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Duff, Patricia A. "Case Study Research on Language Learning and Use." Annual Review of Applied Linguistics 34 (March 2014): 233–55. http://dx.doi.org/10.1017/s0267190514000051.
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Case study research has played a very important role in applied linguistics since the field was established, particularly in studies of language teaching, learning, and use. The case in such studies generally has been a person (e.g., a teacher, learner, speaker, writer, or interlocutor) or a small number of individuals on their own or in a group (e.g., a family, a class, a work team, or a community of practice). The cases are normally studied in depth in order to provide an understanding of individuals’ experiences, issues, insights, developmental pathways, or performance within a particular linguistic, social, or educational context. Rather than discuss constructs, hypotheses, and findings in terms of statistical patterns or trends derived from a larger sample or survey of a population of language learners, as in some quantitative research, a qualitative case study of a person presents a contextualized human profile. Case study has contributed substantially to theory development, generating new perspectives or offering a refutation or refinement of earlier theories in applied linguistics by analyzing linguistic, cultural, and social phenomena associated with children, adolescents, young adults, and older adults.In recent years, the purview of case studies in applied linguistics has expanded to include many previously underrepresented topics, linguistic situations, theoretical perspectives, and populations. This article provides an overview of some traditional areas of coverage and then newer foci in terms of methodology, thematic areas, and findings pertaining to language learners in transnational, multilingual, and diaspora contexts especially.
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Terrell, Shelly Sanchez. "Integrating Online Tools to Motivate Young English Language Learners to Practice English Outside the Classroom." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 2 (April 2011): 16–24. http://dx.doi.org/10.4018/ijcallt.2011040102.
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Recent research shows that online tools such as: games, wikis, speaking avatars, and interactive stories can be a positive force for English Language Learners (ELLs). It also shows that when ELLs have access to online tools, they are motivated to practice English outside the classroom (Aydin, 2007; Colombo & Colombo, 2007; Son, 2007). Most of this research is undertaken with older learners. This case study attempts to determine if young learners are motivated to practice English outside the classroom if provided with access to various online tools managed via a wiki. A wiki is a free educational web space, which allows a number of people to work together collaboratively on documents with embedded elements and linking. The teacher interviewed parents and kept observational notes. The study results suggest that the online tools improve the listening and speaking skills of young learners.
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Zhen, Ling Sue, and Harwati Hashim. "The Usage of MALL in Learners’ Readiness to Speak English." Sustainability 14, no. 23 (December 5, 2022): 16227. http://dx.doi.org/10.3390/su142316227.
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Having proficiency in English macro skills has been of foremost importance among English language learners to have a sustainable education. Evidently, knowing English corresponds with being able to articulate the language. However, many language learners still struggle to successfully master speaking skills. Previous studies advocated mobile-assisted language learning (MALL) as an innovative pedagogical practice that has the potential to be utilized in the acquisition of the speaking skills. Nevertheless, current studies that specify the usage of MALL in the readiness of speaking English are still limited. Therefore, this paper plans to fill in the gap by propounding a systematic review of published studies from the year 2013 to 2022 that are relevant to the implementation of MALL in the readiness to speak English. The findings of this review indicated that the usage of MALL fosters affective variables such as motivation, self-confidence, less anxiety, and learners’ control in the readiness of speaking skills, but most of the reviewed studies’ focal point were on older or adult learners, which created a gap in the literature. Hence, this requires the study of the usage of MALL in primary and secondary levels of education for the benefits of English language learners of all ages in the acquisition of speaking English.
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SORENSON DUNCAN, Tamara, and Johanne PARADIS. "Home language environment and children's second language acquisition: the special status of input from older siblings." Journal of Child Language 47, no. 5 (March 30, 2020): 982–1005. http://dx.doi.org/10.1017/s0305000919000977.
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AbstractPrevious research suggests that increased second language (L2) input at home may not support L2 acquisition in children from migrant backgrounds. In drawing this conclusion, existing work has largely aggregated across family members. This study contrasts the effect of L2 input from older siblings with that from mothers. Participants were 113 child L2 learners of English (mean age = 5;10 [range 4;10–7;2]; mean exposure to L2 in school = 16.7 months [range 2–48 months]). All children had at least one older sibling. Using hierarchical linear regression modelling with controls for age, non-verbal reasoning and phonological short-term memory, we found that greater L2 input from siblings – but not mothers – was associated with stronger L2 abilities in narrative macrostructure, inflectional morphology, and vocabulary. Increased cumulative exposure to the L2 at school and greater maternal L2 fluency were also positively related to children's L2 inflectional morphology and vocabulary scores.
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Zekhnini, Ahmed, and Jan H. Hulstijn. "An Experimental Study on the Learning of Arbitrary and Non-Arbitrary Gender of Pseudo Dutch Nouns by Nonnative and Native Speakers of Dutch." Toegepaste Taalwetenschap in Artikelen 53 (January 1, 1995): 121–36. http://dx.doi.org/10.1075/ttwia.53.11zek.
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In this article we addres the question of whether, and to what exetent, noun gender attribution in languages such as French, German and Dutch can be formulated in terms of - semantic morphonological rules - competing semantic and morphonological cues - arbitrary idiosyncratic features In addressing this question we carried two learning experiments in which adult subjects, native speakers of Dutch and nonnative second language learners of Dutch, had to learn pseudo Dutch nouns. Our attempt was to provide some counter-evidence to falsify some claims Caroll (1989) made. In Caroll's view, L1 learners of French encode noun gender as an inherent feature of the noun in an obligatory fashion whereas English learners of French learn nouns as words distinct from their determiners. We argue, from the evidence we provide in our study, that the learning of gender values are equally difficult (or easy) for young native speakers, older native speakers, and nonnative speakers when these values are arbitrary. However, when learning the nonarbitrary gender values, it is easier for older native speakers to encode gender of nouns because they have already acquired many nouns from which cues or rules can be derived.
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Muñoz, Carmen, and Elsa Tragant. "Motivation and attitudes towards L2." EUROSLA Yearbook 1 (January 1, 2001): 211–24. http://dx.doi.org/10.1075/eurosla.1.16mun.
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This paper analyses the answers to a questionnaire in which learners of different age-groups and different proficiency levels were asked about their attitudes and types of motivation towards the L2 (EFL). First, motivation is seen to increase with school experience. Second, the younger learners show more intrinsic types of motivation, while the older groups show more extrinsic types and a preference for an instrumental type of motivation. That is, while the younger students do not, as a group, present higher motivation than the older students, they have a qualitatively different type of motivation. Third, significant statistical relations are shown between attitude towards language learning and achievement in some language tests, but not all. Significant relations are also found between achievement at the first measurement time and attitudes at the second in those students who were traced longitudinally, raising the issue of the directionality of the relation between motivation and second language achievement.
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Lindstromberg, Seth, and June Eyckmans. "The effect of frequency on learners’ ability to recall the forms of deliberately learned L2 multiword expressions." ITL - International Journal of Applied Linguistics 171, no. 1 (April 2, 2019): 2–33. http://dx.doi.org/10.1075/itl.18005.lin.
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Abstract In incidental learning, open class vocabulary items with high or relatively high objective frequency in input are comparatively likely to be acquired. However, many single words and most multiword expressions (MWEs) occur infrequently in authentic input. It has therefore been argued that learners of school age or older can benefit from episodes of instructed or self-managed deliberate (or intentional) L2 vocabulary learning, especially when L2 is learned in an EFL environment and most especially when productive knowledge is the goal. A relevant question is whether the objective frequency of vocabulary items is an important factor in production-oriented deliberate L2 vocabulary learning. We report three small-scale interim meta-analyses addressing this question with regard to two-word English Adj-Noun and Noun-Noun expressions. The data derive from 8 original studies involving 406 learners and 139 different MWEs. Our results suggest that objective frequency has a weak, possibly negative effect in the deliberate learning of MWE forms.
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Ramonaitė, Jogilė Teresa. "Naturalistic second language acquisition: a case of adoption in Italy." Taikomoji kalbotyra, no. 2 (October 25, 2013): 1–30. http://dx.doi.org/10.15388/tk.2013.17262.
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The functional approach to the interlanguage of spontaneous learners of L2 helps identify that from the very beginning without yet possessing many resources of the target language the speaker makes a systemic use of them. When acquiring a language in a natural environment the effectiveness of communication is of vital importance to the speaker because he or she must start interacting without yet having acquired many of the elements of the structure of the target language. A second language learner makes use of the cognitive resources already in possession and therefore when beginning to use the new language invokes the universal pragmatic principles for utterance organization such as word order. A very important step in L2 acquisition is the appearance of the predicate in the interlanguage of the learner because then the utterances of the speaker are constructed following also the semantic-syntactic principles. This variety of the learnerʼs interlanguage, called the basic variety, is in principle sufficient for elementary communication and the development of interlanguage in the morphological perspective for some learners fossilizes in this variety. In due time and given favourable conditions, the interlanguage of the learner can move on to the so-called post-basic variety that sees the formation of a system approaching that of the target language and the principles of utterance organization previously used are gradually replaced by syntactic principles characteristic of the specific target language. The situation of international adoption presents favourable conditions for the language acquisition of younger and also older children. The article offers examples and analysis of the linguistic behaviour of an over 11-year-old Lithuanian girl adopted to Italy. Her linguistic behaviour has been meticulously observed and recorded for a year after the adoption starting from the very first contact with the new language. The analysis shows that the structure of the target language is acquired according to the universal model proceeding from simple to more complex forms. However the situation in which the acquisition takes place determines the rapidity of L2 acquisition and a very advanced level after a year in the new country. The observed girl reaches the basic variety after having spent only a month surrounded by the new language and one month later her interlanguage demonstrates clear signs of morphological sensitivity and the interlanguage system heading towards that of the target language. After a year in the country the entire Italian verb system is in place, including the most complex parts of it. Moreover, the girl makes use of those system elements that are optional, in a way that native speakers are able to do.