Journal articles on the topic 'Second language acquisition Study and teaching Australia'
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1
Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Mike Exell. "Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 229–39. http://dx.doi.org/10.1017/jie.2012.23.
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Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a second language and literacy needs analysis model designed for high school VET teachers to address the needs of Indigenous students. The study draws on second language acquisition research, which demonstrates the value of using tasks as the basis for language teaching syllabus design, with needs analysis as a fundamental aspect of this. The project centred on Aboriginal high school VET students from remote and rural communities in Western Australia, who speak English as an additional language/dialect. Data collected included: individual and focus group interviews, training materials, and observation field notes on the language and literacy practices in classrooms and workplaces. The major findings focus on the development of oral language (for both job-oriented and social interactions in the workplace) and literacy skills, as well as the need to overcome ‘shame’ and develop confidence for speaking to non-Aboriginal people.
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Al Shatter, Ghassan. "Processability approach to Arabic L2 teaching and syllabus design." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 127–47. http://dx.doi.org/10.1075/aral.34.2.01als.
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This study aims to identify the relationship between the developmental hierarchy in the acquisition of Arabic as a second language (Arabic L2) and formal classroom instruction. It provides a general presentation of the current debate on the influence of formal instruction in the acquisition of L2. Special attention is given to the subset of Processability Theory (PT) known as Teachability Theory, and its implications for teaching methods of L2 in general and Arabic L2 in particular. This study also provides descriptive information on teaching objectives and materials used by the participants to study Arabic L2. This information is presented in order to establish an explanation for the connection between the formal teaching of Arabic L2 and the processability hierarchy. Participants were nine students studying Arabic as a second language at the Australian National University (three Beginners, three Intermediates, and three Advanced). Interviews were conducted over a period of two teaching semesters during the year 2005. Both implicational and distributional analyses were conducted. The results of these analyses show that teachers and curriculum developers should consider the PT’s predicted developmental stages for Arabic L2 structures when developing teaching materials and syllabus.
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Lyu, Tongtong. "Second Language Acquisition in a Spanish Classroom: The Implement of Communicative Language Teaching." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 10, 2022): 244. http://dx.doi.org/10.56028/aehssr.1.1.244.
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Second language acquisition, also known as SLA or L2 acquisition, is a process which people learn a second language. Second language acquisition on one hand is a product of various factors related to the learner and leaning situation on the other. Although the individuality and variability during language acquiring process is inevitable, the study of second language acquisition still possesses universality and practicability. As many scholars viewed the language learning as a natural thing, there also exists considerable studies about the second language acquisition in classroom, which overlaps with language education. The emphasis of classroom second language acquisition is the influence of instruction on the learners.
This essay, with a theory basis on communicative language teaching, analyses the acquisition of Spanish in a classroom, the relationship between the language teaching and the second language acquisition. Moreover, the evaluation of the approaches which aim for fulfilling the communicative purpose modify the whole language acquisition process
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Talebinejad, Mohammad Reza, and Aasa Moattarian. "Second Language Acquisition Research and Language Pedagogy: A Critical View." International Journal of Linguistics 7, no. 4 (August 26, 2015): 1. http://dx.doi.org/10.5296/ijl.v7i4.7826.
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<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>
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Carneiro Lucas, Carmen Manuela Pereira. "Teaching English to Young Learners: Second Language Acquisition or Foreign Language Learning? – A Case Study." World Journal of English Language 12, no. 1 (December 10, 2021): 50. http://dx.doi.org/10.5430/wjel.v12n1p50.
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A well-known, long-standing and heated debate across the literature concerning applied linguistics is whether within the classroom teachers are dealing with second language acquisition or second language learning. This controversial issue is especially relevant for contexts where English is learned as an English as an Additional Language (EAL) as in Portugal. This is particulalry important at a national level, where English is currently taught as a compulsory subject across primary education, with minimal input.However, the English language curriculum, its pedagogy, and assessment are not anchored on Content for Language and Integrated Learning (CLIL) principles, hence resorting mainly to the students’ mother tongue. As we move towards identifying and synthesizing best pedagogical practices for Teaching English to Young Learners, it is key that we seek a deep understanding of the most effective teaching strategies to foster second language acquisition. As the matter of fact, second language acquisition and overall literacy development have long been considered key to young learners of English, as a strong and solid primary education is critical to ensuring their long-term academic success (Snow, Burns, & Griffin, 1998). Nonetheless, one major issue concerning primary English langauae teaching is the overwhelming lack of CPD opportunities and research-informed teaching, thus resulting in English language teachers’ unsufficient pedagogical preparation, leading in turn to students’ disengagement within the second language learning process.Therefore, this paper seeks to explore whether exposure to English-only language lessons, through cross-curricular work sets a viable and solid path for second language acquisition in contexts where it is commonly believed that it is only possible to learn English as a set of isolated words.As methodology for the present study there was resort to children’s literature, language games and to an English-only classroom environment to simulate a bilingual education classroom. Within storytelling and cross-curricular work, key vocabulary was taught, hence working the language both at word and sentence level.The findings, based in students’ samples of work, do illustrate pedagogical practices which demonstrate successful second language acquisition, namely morpheme order acquisition, even with minimal exposure to the target language.
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Mohammed, Ibtisam Jassim. "Learner Differences in Second Language Acquisition." Journal of Tikrit University for Humanities 27, no. 8 (November 4, 2020): 43–55. http://dx.doi.org/10.25130/jtuh.27.8.2020.22.
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This study aims at exploring the debatable issue of learner‟s differences in second language acquisition (SLA, henceforth). Differences in learning are critical factors which faculty members should take into account in the process of learning and teaching second or foreign languages , also these differences influence learning processes and lead to different linguistic abilities and skills in the second language . Learners differ from each other due to biological, conditioned factors or unconscious forces, each learner is different from the other, and they have different personalities and styles. Some second language learners make rapid and apparent progress while others progress very slowly and with difficulties, in this respect there are several important areas where the learners may show differences from each other. These include: age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.
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Deng, Fei, and Qin Zou. "A Study on Whether the Adults’ Second Language Acquisition Is Easy or Not—From the Perspective of Children’s Native Language Acquisition." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 776. http://dx.doi.org/10.17507/tpls.0604.15.
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Children acquire their native language easily in the non teaching conditions with their excellent language skills, while adults are unable to do it. “Whether the adults’ second language acquisition is easy or not” is always debated. This essay is from the perspective of children’s native language acquisition, through the systematic review of relevant theories, to explore “whether the adults’ second language acquisition is easy or not”. And on this basis, the native language acquisition gives enlightenment to the adults’ second language acquisition.
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Atkinson,, Dwight. "Cognitivism, adaptive intelligence, and second language acquisition." Applied Linguistics Review 3, no. 2 (October 10, 2012): 211–32. http://dx.doi.org/10.1515/applirev-2012-0010.
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AbstractThere is no doubt that the “cognitive revolution,” in tandem with a focus on second language teaching, gave birth to the organized study of second language acquisition (SLA). In this sense, SLA studies has always been a cognitive science, although calls have recently been made to reemphasize and strengthen the connection. This paper: 1) reviews the cognitivist vision of mind/brain which has historically dominated both cognitive science and SLA studies; 2) describes how cognitive science has changed in recent years; and 3) introduces an alternative paradigm in cognitive science, adaptive intelligence, which may help us to better understand SLA.
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Pan, Li. "A Study on Using Noticing Hypothesis to Improve Learners’ Language Input in Language Learning." Journal of Contemporary Educational Research 6, no. 1 (January 20, 2022): 68–71. http://dx.doi.org/10.26689/jcer.v6i1.2896.
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In 1967, more than fifty years ago, Corder introduced the concept of “input” in the second language acquisition (SLA) research field. In 1985, Krashen introduced the concept of “comprehensible input hypothesis.” In 1990, Schmidt introduced the concept of “noticing hypothesis” [1]. Today, “input” is becoming more and more popular in the research on second language acquisition. This paper tries to connect theories about input and noticing hypothesis in hope that the clear definition can be helpful to guide language teaching accordingly.
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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.
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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.
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Li, Dong Mei, and Xiao Xiao Mao. "A Research of the 3Bs Teaching Method in Second Language Acquisition." Advanced Materials Research 912-914 (April 2014): 1505–8. http://dx.doi.org/10.4028/www.scientific.net/amr.912-914.1505.
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The 3Bs Teaching Method has turned out to be successful in the English teaching in Junior Middle Schools in China. To testify its efficacy on the foreign language acquisition for the university English majors in China, an empirical study was made. The experiment reveals that the 3Bs Teaching Method is more effective than the traditional teaching methods. The 3Bs Teaching Method is indeed a desirable approach to the quality education for the university English majors. Key words: constructivism, 3BsTeaching Method, quality-education, efficiency
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Moloi, Jacob Tshepang, and Emmanuel Tobi Adegoriolu. "The Transformative Methodology: Expository Study of Teaching English as the Second Language Acquisition." Research in Social Sciences and Technology 6, no. 2 (September 17, 2021): 219–32. http://dx.doi.org/10.46303/ressat.2021.20.
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The significance of language as a science in the educational sector has continued to play a critical role in terms of teaching and learning. However, due to inequalities exposed severely by the Covid-19 pandemic, the teaching of English as the second language acquisition to foreign speakers; is adversely affected. Therefore, the use of transformative methodology as the teaching strategy is explored to determine the most suitable methodology of teaching during the Covid-19 pandemic. The study utilizes Participatory Action Research as the approach to explore the efficacy of transformative methodology; this approach is embedded in the paradigmatic principles of constructivism as the lens of qualitative methodology. Besides, the data is analysed using Critical Discourse Analysis post the generation of it using observations and semi-structured interviews (free attitudinal interviews). The paper demonstrates the prospects of using transformative methodology as the appropriate use of pedagogical strategy for English as the second language acquisition, it also suggests efficient but costly measures required to be implemented by the universities for the use of the transformative methodology.
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Jokhio, Amjad Ali. "SECOND LANGUAGE TEACHING AND RESEARCH: TEACHERS’ PERSPECTIVE." JEELS (Journal of English Education and Linguistics Studies) 9, no. 1 (August 23, 2022): 149–76. http://dx.doi.org/10.30762/jeels.v9i1.3989.
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This study aims to know teachers’ perception regarding research and throw a shadow of light on this critical issue with respect to teaching pedagogy. For this study, data were collected through survey questionnaire with close ended items from 104 secondary school teachers (SSTs) (grade 6 to 10) and English language centers of Karachi. The data analysis revealed that most of the teachers believed that the knowledge they gain from the teaching is more effective and valuable rather than the knowledge acquired from research. In both categories, majority of the participants declared that they have limited sources available in order to access the Second Language Acquisition (SLA) articles, whereas half of them stated that they do not have enough time to conduct SLA research, a few of them reported as lack of interest, one of the SSTs indicated that research articles are difficult to understand and no ability to conduct research. Furthermore, majority of the teachers agreed that a teacher should be researcher, whereas a few of them disagreed with the statement. This study concludes with some ideas and proposals to remove the pertaining communication barriers between researchers and teachers.
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Scarcella, Robin. "Conversational Analysis in L2 Acquisition and Teaching." Annual Review of Applied Linguistics 9 (March 1988): 72–91. http://dx.doi.org/10.1017/s0267190500000817.
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Over the past ten years, conversational analysis “CA” has come to wield a significant influence on second language “L2” acquisition and teaching. It originally developed out of a school of sociology called ethnomethodology, develped by Garginkel (1967). Following the work of Garfinkel, Sacks and his colleagues, Schegloff and Jefferson, establised CA, the study of the structural organization of ordinary conversation,. Sack' lecture notes (1964–1972), which comprise appeoximately 2,000 pages, continue to provide a foundation for contemporary CA. In explaining why he developed a framework for CA, Sacks states:
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Zhang, Jinzhu, and Hongquan Lin. "An Empirical Study on the Influence of PBL Teaching Model on the Critical Thinking Ability of Non-English Majors." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1293. http://dx.doi.org/10.17507/jltr.0906.19.
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This study combines the PBL teaching model based on cooperative learning autonomous learning and inquiry learning with the intensive reading course of college English with the aim to test whether this model is conducive to promoting the critical thinking ability of students. Ability of second language acquisition (L2) is measured by language test and questionnaire survey among 95 subjects. The results show that the teaching model of PBL has a positive effect on improving students' critical thinking ability and second language acquisition ability.
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Hajimia, Hafizah, Manvender Kaur Sarjit Singh, and Saralah Devi Mariamdaran Chethiyar. "SECOND LANGUAGE ACQUISITION: KRASHEN’S MONITOR MODEL AND THE NATURAL APPROACH." PEOPLE: International Journal of Social Sciences 6, no. 3 (December 9, 2020): 87–99. http://dx.doi.org/10.20319/pijss.2020.63.8799.
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The second language can be defined as any other language which is learned or acquired after their first language or their mother tongue. Learning or acquiring a second language can be a difficult task for anybody that wishes to speak or write in a language other than their first language. Teachers should have the basic knowledge of second language acquisition theories to provide a comprehensive teaching and learning environment to students. One of the most applied and well-accepted theories is Stephen’s Krashen’s theory of second language acquisition. The present study was carried out as an observation on students to address the importance of Krashen’s Monitor Model and the Natural Approach in the stages of second language development to ensure effective teaching of the second language. The findings show that the cause of the input factor should be taken into consideration when teaching a second language/foreign language. The findings also indicated that cooperative learning can be a good method for students to get comprehensible input from their classmates.
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Lu, Yanmei. "A Diachronic Study on Chinese Resultative Construction of Second Language Learners." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 816. http://dx.doi.org/10.17507/tpls.0907.10.
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Resultative construction is a very special phenomenon in Chinese grammar and also a difficult issue for second language learners. This paper summarizes diachronic research on resultative construction including its definition, formation times, forming and development, the characteristic. As a comparative study of language, this paper can benefit the teaching and acquisition of Chinese resultative construction.
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Alzabin, Emad. "Acquired Language System and Educated Language System: A Vision in Acquisition and Learning Systems." Dirasat: Human and Social Sciences 49, no. 2 (August 2, 2022): 71–80. http://dx.doi.org/10.35516/hum.v49i2.1777.
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This study is designed to address the linguistic questions in the field of Arabic language teaching and acquisition, these questions reveal the problem of this study, and address the question of linguistic explanation in the domain of language acquisition strategies. Then the study presents the question of relational approaches, and addressing this central question reveal the influence relationship between the first language and the second language or the foreign language. After the relational approach, the study tries to address a question in the procedural approach, that to reveal the correlation patterns and comparisons between all elements of the acquisition process. It tried to demonstrate the impact of acquired first language system on the learning of second languages.
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Stalyanova, Nadezhda, and Elena Krejcova. "Language Transfer and Problems of Teaching Bugarian for Slav Students." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 49, no. 1 (February 24, 2022): 9–16. http://dx.doi.org/10.53656/for22.10lang.
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The text presents the problems of studying Bulgarian as a second language by Slavs with an emphasis on the specifics of foreign language teaching in a Slavic environment. The study presents a theoretical view of the language contacts, transfer and interference in the context of second language acquisition. We pay special attention to the issues of mutual linguistic influences and the genetic closeness between languages through the prism of their acquisition. The influence of the first language on the acquisition and later on the use of the second language can be positive, negative and even zero influence. The positive influence is manifested in the fact that the practical and theoretical knowledge of the first language, language habits and skills support the process of learning a new language and its use as a tool for communication. The positive transfer can be specified according to various criteria: e.g. can be divided into conscious and spontaneous, direct and transformed, etc. Negative influence is manifested at all language levels through the so-called negative transfer or interference – these are the errors that occur due to the influence of the first language on the second and which bear the signs of the first language. We also present opposite views that the linguistic transfer on the one hand can greatly facilitate the acquisition of a second Slavic language, but also the view that closeness between languages can lead to excessive linguistic interference.
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Furu, Adél. "Paths to Learning Second Languages in Finland." Romanian Journal for Baltic and Nordic Studies 12, no. 2 (December 15, 2020): 137–47. http://dx.doi.org/10.53604/rjbns.v12i2_8.
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This article is concerned with comparative approaches to second language instruction and second language choices in Finland and describes the challenge of preserving Finland’s language and culture while facing the globalization process. The article discusses the success of Finnish second language learning and aims to investigate how Finnish and English as second languages are taught and learnt in Finland compared to other countries as well. The goal of this study is to discuss issues related to teacher training and its role in second- or even third language acquisition. We articulate the following research questions: How does the English-language teaching line serve the international families? How does Finland develop successful teaching practices and what problems of implementation does it face? What are the challenges of teaching the pupils’ mother tongue and a second language (L2) (Finnish, Swedish, English, Russian etc.) at different levels of education? What are the differences between acquiring a Finnish or an international degree concerning adult education? The methodology chosen for this article is a comparative study and it is used to showcase the differences between the Finnish and English second language instruction in Finland. In regard to the theoretical framework to second or foreign language acquisition, learning and teaching, I embrace linguistic, cognitive and sociocultural frameworks and approaches
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Kartavtseva, Antonina. "Development of Tolerance in University Students during Second Language Acquisition." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 1 (May 19, 2021): 1–10. http://dx.doi.org/10.21603/2542-1840-2021-5-1-1-10.
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The present research tested various technologies of pedagogical support of tolerance development in students of a technical university during foreign language acquisition. The paper reviews scientific approaches to the essence of tolerance and introduces the stages of its formation, the definitions of pedagogical technology and teaching technology, etc. The author focused on teaching a foreign language in a non-linguistic university and proved that the choice of forms, methods, and technologies depends on a number of circumstances. The research revealed substantive characteristics of tolerance in students and the positive effect of second language acquisition on the parameters of tolerance. The changes in the content characteristics of tolerance were registered on the basis of the corresponding indicators. The study made it possible to determine the effectiveness of the classroom and extracurricular conditions that contribute to the development of tolerance in students of technical universities.
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Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (June 3, 2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.
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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.
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Yogyanti, Devita Widyaningtyas, Angela Bayu Pertama Sari, and Dwi Iswahyuni. "Second Language Acquisition of the Professional Japanese Tour Guides as the Core of Japanese Teaching Development for Tourism Students." IZUMI 9, no. 1 (June 1, 2020): 83–103. http://dx.doi.org/10.14710/izumi.9.1.83-103.
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In line with the significance of appropriate Japanese learning methods and materials for tourism students, this study investigates how Japanese tour guides in Indonesia learn Japanese. This study aimed to find out some factors which influenced the process of Japanese tour guides’ second language acquisition and the integration of those factors into Japanese teaching. This study was a qualitative study with ethnography method approach. Interviews and observation were employed in this study as the research instruments in which 12 Japanese tour guides became the research objects. The findings showed that two main factors influenced the process of Japanese tour guides’ second language acquisition, namely intrinsic factors and extrinsic factors. Intrinsic factors were the factors which emerged within the tour guides themselves that affected the success of the language acquisition such as age, motivations, personality, aptitudes and the attitudes towards the Japanese language. Meanwhile, the extrinsic factors encompassed learning styles and teaching method that determined the success of language acquisition. Furthermore, the integration of those factors into the Japanese teaching generated some focuses on the teaching process, which were speaking fluently and interacting easily. Speaking fluently put more emphasis on the fluency rather than grammar mastery, while interacting easily was related to the implementation of intercultural language teaching.
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Kormos, Judit. "Specific learning difficulties in second language learning and teaching." Language Teaching 53, no. 2 (February 27, 2020): 129–43. http://dx.doi.org/10.1017/s0261444819000442.
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Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.
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Tran, Thi Minh Phuong, and Phuong Dzung Pho. "A Case Study of How Visually Impaired Learners Acquire Language." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (March 26, 2020): 1–10. http://dx.doi.org/10.30605/25409190.97.
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The field of second language acquisition has grown enormously in the past decades. Many studies have been done on how learners acquire English as a second language; however, research on how visually impaired learners acquire English as a second or foreign language has been relatively scarce. It is even more difficult to find such studies in Vietnam. Based mainly on in-depth interviews with two visually impaired Vietnamese adults who have been successful in acquiring English, the present study seeks to answer two main questions: (1) How Vietnamese visually impaired learners acquire English as a second language; (2) What difficulties they have in learning English, and how they overcome their difficulties. The findings of the present study can contribute to the theory of second language acquisition and language teaching. The study can also provide strategies for practicing and learning a language not only for visually impaired learners but also for second language learners in general.
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Quatrini, Amerigo. "Phonological and Morphological Awareness in Second Language Learning." Scientific and Social Research 3, no. 6 (December 29, 2021): 143–56. http://dx.doi.org/10.36922/ssr.v3i6.1291.
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The subjects of phonology and morphology are investigated in this study to see if they have a significant influence in second language learning. This study examines the main features of phonology and morphology in order to determine how understanding of these features contributes in the acquisition and teaching of a second language. The current study successfully establishes the major functions of phonology and morphology in second language training, as well as knowledge of these two disciplines.
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Shamsi, Ahmad Fawzi. "The Motivating Factors of Second Language Acquisition for Young Learners." Journal of Studies in Education 9, no. 3 (August 15, 2019): 64. http://dx.doi.org/10.5296/jse.v9i3.15075.
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Motivation plays a very effective role in teaching foreign languages. It has been suggested that the use of motivation can help in facilitating learning English. This study investigated the motivating factors for young learners in North Cyprus. The researcher aimed to find out the most motivating factor(s) for learning English for grade five pupils at a primary school in North Cyprus. The results show that there are many motivating factors that positively affect the learners’ attitudes towards learning English as a foreign language. Learners are motivated with many different factors: intrinsically, extrinsically, instrumentally, or integratively.
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Meniado, Joel C. "Second Language Acquisition: The Case of Filipino Migrant Workers." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 47. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.47.
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Many Filipino migrant workers (overseas Filipino workers) in their status as adult learners struggle in learning the local language of their host countries to native-like proficiency level. With the aim of establishing a second language (L2) acquisition pattern that may be useful in designing responsive adult training and welfare programs, this study examines how these workers acquire their L2s and what factors influence their rate and success in L2 learning. Utilizing mixed methods research design with 15 overseas Filipino workers as samples who learned various local languages in 10 different host countries, this study reveals that immersion and actual use of the target language in authentic communicative situations can make language acquisition easier. Findings of this study also confirm that instrumental and integrative motivation coupled with strong target language (TL) community support can make L2 learning faster, while old age and non-necessity of the L2 at work can make the whole process slower. In terms of communication strategies, findings show that syntactic avoidance is the most common communication strategy used, followed by direct appeal to authority (native speakers) and use of gestures, facial expressions, and translation tools. As foreign workers, their motivational orientations in learning their L2 are for employment, cultural understanding, and cultural integration. Implications of these findings are discussed in relation to second language teaching among adult language learners and overseas workers.
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Tomme-Jukēvica, Ingēra. "The acquisition of the Latvian language as the Second language at preschool age in theory and practice." Journal of Education Culture and Society 5, no. 1 (January 7, 2020): 334–44. http://dx.doi.org/10.15503/jecs20141.334.344.
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In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their infl uence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program(with instruction in Russian), the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic handouts) as well as the Latvian language as the second language study content.The conclusion is drawn that the theory of communicative competence and the systemic functional grammar theory prevail as well as the basic principles of the behavioral theory can be discerned. In the teaching resources and learning process it is advisable to more often incorporate the same language material repetition in different situations and new combinations. Consideration must be given to more positive and negative transfer (interference) emphasis. To prevent children’s errors it is advisable to provide and incorporate special exercises in the teaching resources as well as methodological recommendations for the Latvian language teachers.
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Behrent, Sigrid, Sabine Doff, Nicole Marx, and Gudrun Ziegler. "Review of doctoral research in second language acquisition in Germany (2006–2009)." Language Teaching 44, no. 2 (February 22, 2011): 237–61. http://dx.doi.org/10.1017/s0261444810000455.
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Our overview of current dissertation work at German universities has identified four main strands of research interest within the field of second language acquisition (SLA). The 38 Ph.D. theses reviewed here were all read between 2006 and 2009 and fall into the subject areas of: foreign language (FL) teaching in primary school, Content and Language Integrated Learning (CLIL) and multilingual pedagogy, language learner autonomy, and multimedia and language learning. Research methods are mostly qualitative in nature, although method and instrument triangulation are common, and studies often involve smaller research groups. The focus of study tends to be quite practical, reflecting the need to adapt teaching curriculums and learning materials to changing learning situations and populations.
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Yamada, Aaron. "Nada, nadie: A Study of Negative Concord in L2 Spanish." Studies in Hispanic and Lusophone Linguistics 15, no. 2 (September 1, 2022): 483–517. http://dx.doi.org/10.1515/shll-2022-2068.
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Abstract Research in Second Language Acquisition (SLA) has studied negation in a wide variety of languages but has mainly focused on the acquisition of clause negation, or the negation of finite verbs in main clauses (Dimroth, Christine. 2008. Age effects on the process of L2 acquisition? Evidence from the acquisition of negation and finiteness in L2 German. Language Learning 58(1). 117–150). The present study discusses the acquisition of negative concord (NC) in L2 Spanish, from both a syntactic and a lexical approach to the analysis of learner production data. The results of a structured oral elicitation task indicate that learners produce NC with the negative concord items (NCIs) nada ‘nothing’ and nadie ‘no one’ in argument position, and also ascertain their appropriate usage contexts, with greater accuracy as their L2 proficiency increases. These findings are discussed in relation to studies of NC in English and English First Language Acquisition (FLA), and also to recent work in English SLA on the acquisition of negative polarity items (NPIs) (Gil, Kook-Hee, Heather Marsden & Melinda Whong. 2019. The meaning of negation in the second language classroom: Evidence from ‘any. Language Teaching Research 23(2). 218–236; Marsden, Heather, Melinda Whong & Kook-Hee Gil. 2018. What’s in the textbook and what’s in the mind: Polarity item “Any” in learner English. Studies in Second Language Acquisition 40(1). 91–118; Puig-Mayenco, Eloi & Heather Marsden. 2018. Polarity-item “anything” in L3 English: Where does transfer come from when the L1 is Catalan and the L2 is Spanish? Second Language Research 34(4). 487–515). Ultimately, this study aims to contribute to further research in the literature on complex negation constructions in SLA and underline the interplay of syntactic, semantic, and lexical issues in the acquisition of these structures.
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Alharbi, Sultan H. "The Dynamics of Individual Differences in Teaching/Learning of English as a Second/Foreign Language." International Journal of Linguistics 13, no. 6 (December 7, 2021): 47. http://dx.doi.org/10.5296/ijl.v13i6.19316.
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The subject of individual learner differences (IDs) in English as a Second/Foreign (ESL/EFL) Language teaching and learning is an area which has been much debated and investigated. Since these differences vary according to the geographical or cultural influences of the learners, variations in results and opinions among language instructors are inevitable. However, the indubitable fact is that these differences considerably influence the ESL/EFL language learners’ performances. Individuals are different in personality styles, and these personality styles are influenced by age, cultural background and a whole lot of other factors. These IDs lead to dynamism in language acquisition. The current study thus examined three set of IDs to determine how they affect the learning style preferred by individuals. The individual differences analyzed in this study include: race, exposure to English Language, and personality type (i.e., introvert or extrovert). The study concluded that while race and exposure to English Language affected the preferred learning style significantly as expected English language acquisition, personality style, however, did not have an influence on the preferred learning style for this study sample. IDs are extremely complex, with a large number of variables. As a result, it is critical for researchers as well as English language instructors to identify the source of the problem from a psychological standpoint and consider variables that would aid in Second Language Acquisition (SLA) improvement.
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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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Cai, Yufei, and Xiaoguang Yao. "Teaching Complex Sentences in ESL Reading: Structural Analysis." International Journal of English Linguistics 12, no. 5 (July 29, 2022): 59. http://dx.doi.org/10.5539/ijel.v12n5p59.
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Informed by the reading ability of English complex sentences, as well as the syntactic acquisition and cognition, this empirical study, based on a structural analysis approach, investigated 32 Chinese high school students in their ESL (English as Second Language) reading course. The results indicated that: (1) the differences between students’ pre- and post-test are significant; (2) structural analysis approach was found to have independent positive predictive effects on Chinese high school students’ syntactic proficiency. The findings can generate implications for TESL (Teaching English as Second Language) and provide insights to theoretical conceptualization of L2 (Second Language) reading.
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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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Young, Richard. "SOCIOLINGUISTIC APPROACHES TO SLA." Annual Review of Applied Linguistics 19 (January 1999): 105–32. http://dx.doi.org/10.1017/s0267190599190068.
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The study of second language acquisition involves understanding what bilinguals know about their second language and how they acquire and use it. Because acquisition and use occur in a social context, it is important for second–language acquisition researchers to understand the ways in which social context and the acquisition and use of a second language are related. In recent years, our understanding of language as a social phenomenon has increased greatly. In a recent survey of sociolinguistics and language teaching, McKay and Hornberger (1996) divide the field into four related areas: 1) studies of language and society–how large–scale social and political issues affect language use in a particular society, 2) studies of language variation—how the “same” language varies from speaker to speaker, from place to place, and from situation to situation, 3) studies of language and interaction—how language is used in face–to–face communication, and 4) studies of language and culture—how particular cultures privilege some kinds of language over others.
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Hu, Quan. "The Effectiveness of L2 Vocabulary Acquisition by Guessing from Context: A Comparative Study." Learning & Education 10, no. 2 (September 16, 2021): 96. http://dx.doi.org/10.18282/l-e.v10i2.2287.
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Vocabulary acquisition via guessing from context is often considered an essential method in second language learning and teaching. However, there have been uncertainties and disagreement as to the effectiveness of L2 vocabulary acquisition through inference. To approach the controversy in a closer and deeper manner, two representative empirical studies are compared and discussed. Several findings and further research suggestions are also provided.
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Flanigan, Beverly Olson. "Variable competence and performance in child second language acquisition1." Interlanguage studies bulletin (Utrecht) 7, no. 3 (October 1991): 220–32. http://dx.doi.org/10.1177/026765839100700303.
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The variable competence model of second language acquisition proposes that the ability to use language varies systematically within functional domains and linguistic contexts, and that such variability is inherent in interlanguage as well. This study of elicited and naturalistic speech of elementary school ESL students in formal and informal situations supports the conclusion that variability exists in the acquisition process but disputes the theory that it is a necessary com ponent of the mental competence itself. Errors in use of the past tense, noun phrase plurals and possessives, adjectives, and determiners were calculated for four different activities or tasks; t-tests and regression analyses revealed little or no statistical difference across tasks but predictable differences with increase in proficiency. Implications are drawn for the teaching of grammar to children in an academic context.
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Pathan, Habibullah, Rafique A. Memon, Shumaila Memon, Ali Raza Khoso, and Illahi Bux. "A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition." International Journal of English Linguistics 8, no. 4 (April 25, 2018): 232. http://dx.doi.org/10.5539/ijel.v8n4p232.
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The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.
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Kandati, Susi P., and Devilito P. Tatipang. "THE EFFECT OF VIRTUAL TEACHING ON ATTITUDES OF SECOND LANGUAGE ACQUISITION DURING COVID-19 CONDITIONS OF INDONESIAN STUDENTS." Journal of English Culture, Language, Literature and Education 9, no. 2 (December 21, 2021): 116–26. http://dx.doi.org/10.53682/eclue.v9i2.2217.
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The intention of this study is to find out the effect of virtual teaching on attitudes of second language acquisition during Covid-19 condition. Most school quickly closed to protect the students and teachers from the virus. The study findings indicate that Virtual Teaching (VT) marked a positive change in the attitudes of the students. This study was performed both qualitatively and quantitatively. In order to find out the effect of virtual teaching on second language acquisition attitudes, a questionnaire was distributed. It was conducted at the Senior High School level. The questionnaire was distributed among 77 third year students of random Senior High School with a google form sent through WhatsApp due to the outbreak of Covid-19 pandemic. It was designed on five linear scales.
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Gierlinger, Erwin Maria. "Teaching CLIL?" Journal of Immersion and Content-Based Language Education 5, no. 2 (November 6, 2017): 187–213. http://dx.doi.org/10.1075/jicb.5.2.02gie.
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CLIL (content and language integrated learning) is an educational approach where a classroom subject is taught through a second language. However, its core features are ambiguously interpreted. Research on CLIL teaching has consistently shown that teachers focus their methodological efforts on the teaching of subject matter concepts and take any language related aspects mostly as by-products of such an approach. This has led to only sparsely planned methodological efforts when it comes to the teaching of language. Contrary to this, it is argued in this hermeneutical study that thinking and language acquisition are inextricably intertwined and CLIL teachers are therefore by definition also language teachers. Following this, the author reports on a pedagogical CLIL model, named SALT, that was devised for and successfully implemented in CLIL training courses to support subject teachers on their way to becoming language-aware CLIL teachers. Pedagogical procedures of the model's principles and concepts are also presented.
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Wangru, Cao. "Vocabulary Teaching Based on Semantic-Field." Journal of Education and Learning 5, no. 3 (April 22, 2016): 64. http://dx.doi.org/10.5539/jel.v5n3p64.
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<p>Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual method and communicative teaching method before obtaining great attention from second language teachers and researchers finally.</p><p>This study states four proposals for the improvement of vocabulary teaching, which refer that: (1) apply componential analysis to vocabulary teaching; (2) foster learners’ awareness of the difference between English and Chinese; (3) introduce lexical phrases; (4) develop effective word meaning acquisition strategies.</p>
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Samifanni, Faramarz. "The Fluency Way: A Functional Method for Oral Communication." English Language Teaching 13, no. 3 (February 29, 2020): 100. http://dx.doi.org/10.5539/elt.v13n3p100.
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This study delves into the analysis of theories of language acquisition and teaching methods. A qualitative approach was used to analyze three language acquisition theories and five teaching methods to help and provide teachers with methods that are relevant and applicable in developing and enhancing the speaking skills of the students. Findings revealed that grammatical skill is not the focus of Second Language Acquisition. It is concluded that language learning and acquisition are dynamic activities requiring social, cultural, and cognitive competencies on the part of the teacher. The teaching of language is most effective and productive when the learners are actively engaged in authentic tasks that are conducted in a natural and spontaneous manner to enable learners to gain a total psycho-socio-cultural-linguistic experience. Learner-centeredness is a universal theme and the teacher-learner relationship is a cooperative and collaborative partnership for relevant and functional language competence. Suggestions and recommendations for future studies were proposed.
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Mweneni Hautemo, Ms Aletta, and Mr Lukas Homateni Julius. "AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (December 23, 2016): 1218–24. http://dx.doi.org/10.24297/jal.v7i2.4431.
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Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibian learners.This paper focuses on language acquisition and literacy. It explores factors that contributes to effective English language acquisition as well as investigate and evaluate how the school context supports English language acquisition of the Upper Primary learners at an urban school in Namibia. Since the study targeted young learners, it has covered their reading skills, reading tools and resources such as the library and classroom which provides a rich learning environment. A qualitative interpretive approach was used to explore the factors that contribute to effective learners English second language acquisition. The theoretical framework was informed by Krashens conception of acquisition (1981; 1982). Data collection methods consisted of questionnaires and interviews were used. The findings indicated that the provision of well-structured classroom activities containing comprehensible input structures a bit beyond the learners current level and a low affective filter to allow them to acquire the second language easily. Moreover, error-based activities help learners to test hypothesis, revise and modify them and in the process develop good language awareness skills that help them to acquire and learn the language consciously. This paper suggests that a good supporting environment for reading, which is scaffold by enough assistance by the teachers and peers helps learners develop good language acquisition and learning skills.
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Beatrice, Manyasi N. "Pronunciation Pedagogy and Intelligibility Issues in Language Acquisition." International Journal of English Language Teaching 7, no. 1 (January 11, 2020): 24. http://dx.doi.org/10.5430/ijelt.v7n1p24.
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Language teachers’ knowledge of pronunciation pedagogy affects their classroom practice. The study sought to find out language approaches used to teach pronunciation and to establish how teachers’ mastery of pronunciation facilitate the acquisition of sounds by learners. The findings revealed that teachers of English had challenges when teaching pronunciation hindering mastery of English sounds by learners. Some of their pronunciation was not comprehensible distorting meaning. They used imitation, phonetic transcriptions, minimal pair drills and sentence drills to teach pronunciation. It was established that some of them had pronunciation difficulties affecting the intelligibility or comprehensibility of what they were communicating about. Learners do not have to achieve native like pronunciation but they should surpass the threshold level to ensure that their pronunciation does not distort the meaning of what they communicate. When a teacher who is meant to be a role model and source of input for learners uses incomprehensible pronunciation distorting meaning, it is a significant setback to English Language Teaching (ELT). There is need to reassess policies concerning who should be trained to teach English as a Second Language.
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孙, 颖. "Positive Transfer of Mother Tongue in Second Language Acquisition—A Case Study of Teaching Modern Chinese." Modern Linguistics 06, no. 03 (2018): 511–15. http://dx.doi.org/10.12677/ml.2018.63059.
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White, Lydia, Makiko Hirakawa, and Takako Kawasaki. "Effects of Instruction on Second Language Acquisition of the Japanese Long-Distance Reflexive Zibun." Canadian Journal of Linguistics/Revue canadienne de linguistique 41, no. 3 (September 1996): 235–54. http://dx.doi.org/10.1017/s0008413100016418.
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AbstractThis article reports on a small study investigating whether teaching second language learners the long-distance (LD) properties of the Japanese reflexive zibun ‘self leads to acquisition of its subject-oriented status. The study involved low intermediate level learners of Japanese who were instructed on zibun over a four-week period. The focus of the instruction was that the reflexive zibun can take long-distance antecedents. At the same time, subjects were never taught that the antecedent must be a subject. Subjects were tested using a truth-value judgment task. Results show that the learners initially rejected LD binding; they showed a significant increase in acceptance of LD antecedents after the teaching intervention. Analyses of individual learners show that about half of them successfully acquired the relevant properties of zibun. With one exception, learners did not generalize from their instruction to assume that “anything goes” as far as antecedents for zibun are concerned. Rather, they acquired grammars of reflexive binding that fall within the range permitted by Universal Grammar.
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Shepherd, Susan. "Answering Teachers’ Questions at the Esl (English as a Second Language) Conference, Badu Island, 15-18 May 2000." Australian Journal of Indigenous Education 31 (2003): 73–76. http://dx.doi.org/10.1017/s1326011100003719.
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AbstractIn 2000 a program of English as a Second Language inservice provision was initiated by the Thursday Island State High School in response to teacher and community concerns about low literacy rates in Torres Strait, as measured by the National Languages and Literacy Institute of Australia Bandscales and other related difficulties. In mid-May of that year an English as a Second Language conference was held on Badu Island and was attended by teachers from throughout Torres Strait. During the conference, Susan Shepherd (Education Adviser English Language Acquisition at Thursday Island State High School) conducted a question-and-answer session dealing with some of the most commonly asked questions: What is English as a Second Language teaching? What is an English as a Second Language learner? What is an English as a Second Language school? Why is the students’ English not improving in my school? Can we have learning support teachers? Why shouldn’t the children’s home language be banned from the school so that the students will learn English more quickly? Why can’t the children understand more about what they read? Why, if the local Creole is so much like English, do we need special programs in English?
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Mukti, Nissa Ilma, Rochmawati Rochmawati, Alfiah Nur Senta, Leo Candra Wahyu Utam, and Zulvy Alivia Hanim. "PROMOTING WILLINGNESS TO COMMUNICATE IN IMPROVING STUDENTS’ SECOND LANGUAGE ACQUISITION THROUGH LIVEWORKSHEETS.COM." Journal of English for Academic and Specific Purposes 4, no. 1 (June 21, 2021): 128–41. http://dx.doi.org/10.18860/jeasp.v4i1.12616.
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This research investigates on the use of online platform media learning, namely liveworksheets.com to facilitate students’ willingness to communicate and acquire their second language in an online classroom. This study is considered essential to be taken account to, as it correlates to the current situation, in which classes are conducted online. To gain the data, questionnaire were distributed to third semester students who are learning English as part of their course for a foreign and second language in Universitas Islam Negeri Maulana Malik Ibrahim Malang. By applying a mixed-method research design, the result of the study presents that there were four main factors affecting students’ willingness to communicate when using liveworksheets.com. This includes learners’ behavioral intention, interlocutors, motivations and their affective-cognitive skills. Moreover, it was also noted that liveworksheets.com was found to be quite beneficial in facilitating students to acquire their second language through the mentioned aspects. Hopefully, the result of the study may bring new insight and contribute to the online teaching learning process that takes place nowadays both for teachers and second language learners.
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Herrero de Haro, Alfredo, and Manuel Delicado Cantero. "Longitudinal study of Spanish vowel acquisition by Australian students." Language Teaching Research, December 14, 2022, 136216882211401. http://dx.doi.org/10.1177/13621688221140106.
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A growing body of research, especially on second language (L2) English, has shown the positive effects of explicit pronunciation teaching. However, some beliefs which prevent explicit pronunciation teaching still remain, notably, the belief that regular speaking during class time is enough to improve pronunciation outcomes. This article analyses the evolution of L2 Spanish vowels in four students at an Australian university. An analysis of 1,387 vowels from the first, third and sixth semesters of a Spanish major with no particular focus on explicit pronunciation teaching shows minimal change in the quality of the students’ vowels, indicating very little improvement in pronunciation across their six-semester language major. The results suggest that speaking during class is not enough to improve L2 Spanish pronunciation and support explicit pronunciation teaching in the language classroom.