Relevant bibliographies by topics / Theories of language acquisition

Academic literature on the topic 'Theories of language acquisition'

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Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Theories of language acquisition"

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

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

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This article makes the case that earlier explanations of SLA shouldn't be discounted. Instead, when combined, they offer a more comprehensive and in-depth understanding of the acquisition process. The ability of second language acquisition (SLA) to naturally adjust to various situations present in both internal and external settings provides evidence in favor of the assertion that SLA is a sophisticated adaptive system. On the basis of this comprehension, frequently debated second language theories, such as behaviorism, will be viewed as explanations for individual components of SLA. Excerpts from a few English language learning histories are given as examples of how students explain their learning processes in order to support this idea. The last assertion is that SLA should be seen as a chaotic/complex system. Keywords: Second Language Acquisition; Language Learning Histories
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Plunkett, Kim. "Theories of early language acquisition." Trends in Cognitive Sciences 1, no. 4 (July 1997): 146–53. http://dx.doi.org/10.1016/s1364-6613(97)01039-5.

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Daftarifard, Parisa, and Servat Shirkhani. "Transfer across Second Language Acquisition Theories." i-manager’s Journal on English Language Teaching 1, no. 3 (September 15, 2011): 1–6. http://dx.doi.org/10.26634/jelt.1.3.1590.

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Myles, Florence. "The development of theories of second language acquisition." Language Teaching 43, no. 3 (June 10, 2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.

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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.
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Masood, Hafiz Abdul Majid, Rashida Rani, and Safura Fatima. "Language Acquisition Theories, Process and its Stages." Global Language Review VII, no. I (March 30, 2022): 166–79. http://dx.doi.org/10.31703/glr.2022(vii-i).15.

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It has been an interesting field for researchers of language to find out ways to acquire a language efficiently and effectively. The last few decades have been critically important from the viewpoint of enunciation of theories on the acquisition of language. Some pioneers of linguistics have strive to bring forth certain factors which are conducive to accelerating the acquisition of a language. Though in recent decades, the acquisition theories have evolved and have assumed new shapes, however, all of them stand defined against the theoretical frameworks projected by B.F Skinner and Noam Chomsky. It has also been established that for the acquisition of language, one has to undergo the specific process of stepping ahead stage-wise before one acquires efficiency in speech and script. The study in hand incorporates to determine the milestones in the way of acquisition of language.
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Atta, Anum. "Theories and Complexity of Second Language Acquisition." Scandic Journal Of Advanced Research And Reviews 2, no. 2 (May 10, 2022): 092–99. http://dx.doi.org/10.55966/sjarr.2022.2.2.0037.

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Skill building hypothesis are always in rivalry with other powerful Second Language Acquisition (SLA) theories for instance the comparison of the most powerful hypothesis – Comprehension Hypothesis against its skill-building rivals – Output and Interaction hypothesis. The output of any target language depends on the editing of the output of the acquired language. This research paper also attempts to argue the explanation of SLA in the light of recognized attempts. The article attempts to take a different perspective that leads to a deeper and broader SLA process. The inherent ability, contributing factors and conditions make SLA an evidence based complex system. To prove this prospect, different SLA theories have been reviewed for their SLA treatment as all of them have posed a different perspective on Second Language Acquisition. The learning experiences of the second language learners have been studied in the light of multiple hypothesis such as Acculturation, Behaviorism, Connectionism, Interaction, Universal Grammar, Comprehension, Output hypothesis etc. Throughout, from researching the topic to its finalization the SLA has been considered for its complexity as explained through different theories / hypothesis.
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McDonough, Kim. "Theories in Second Language Acquisition: An Introduction." Language and Education 22, no. 2 (January 2008): 181–82. http://dx.doi.org/10.2167/le128.0.

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AMBRIDGE, Ben, and Laura WAGNER. "Testable theories of core first language acquisition." Journal of Child Language 48, no. 5 (July 28, 2021): 859–61. http://dx.doi.org/10.1017/s0305000921000581.

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LONG, M. H. "Assessment Strategies for Second Language Acquisition Theories." Applied Linguistics 14, no. 3 (September 1, 1993): 225–49. http://dx.doi.org/10.1093/applin/14.3.225.

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Dissertations / Theses on the topic "Theories of language acquisition"

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Juffs, Alan. "Learnability and the lexikon : theories and second language acquisition research /." Amsterdam ; Philadelphia (Pa.) : J. Benjamins, 1996. http://catalogue.bnf.fr/ark:/12148/cb37522729r.

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Aguilar, Ramírez Mariana. "Using Second Language Acquisition Theories to select technology tools for the Language Classroom." Thesis, Universidad de las Américas Puebla, 2011. http://catarina.udlap.mx/u_dl_a/tales/documentos/lio/aguilar_r_m/.

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Children and teenagers aged 8 to 18 years old spend an average of 7 hours and 38 minutes a day on-line. If millions of people are already spending many hours a day on these sites, it seems reasonable to take advantage of them and use these sites for more than just conversation and networking. This thesis provides educators the theoretical basis to choose and implement the best and most appropriate web tools in their language classrooms. It reviews some of the second language acquisition theories that can aid in the creation of a computer assisted language learning (CALL) environment that delivers benefits, and follows the standards set by the International Society for Technology in Education (ISTE). This thesis also provides a comprehensive check list of theoretical and technical requirements in order to choose an internet tool, as well as examples on its use. This thesis concludes with the fact that implementing Web 2.0 tools in classrooms should be done with a clear objective in mind in order so there are meaningful and authentic learning opportunities that will provide students new cultural, social and linguistic knowledge.
(cont.) That technology should not be used just because it is a trend and that computers and technology do not constitute a teaching method, they are simply a medium to reach a goal.
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Muroya, Akiko. "Testing theories of second language acquisition : evidence from Japanese learners' English." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701637.

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This study investigates five topics that have been at the heart of research into second language (L2) acquisition for over three decades: (1) the nature of early L2 grammars and whether they contain both lexical and functional categories; (2) the role that the native language (L 1) plays in L2 acquisition; (3) the source of variable production by L2 speakers of properties that are categorical for L1 speakers; (4) the relationship between the acquisition of morphological properties and syntactic operations; (S) the involvement of a putative Universal Grammar. These topics are investigated in the context of Japanese-speaking classroom learners of English. Data were collected through two production tasks, one written the other oral. While there have been many studies of the topics in question with naturalistic L2 learners of English, there have been fewer studies with classroom learners. The general view in generative studies ofL2 acquisition has been that linguistic development will be the same, whatever the context of learning. However, this is an empirical question and the present study provides evidence bearing on it. Findings suggest that early-stage learners have grammars for English that have both functional and lexical categories. The functional categories are specified for features that are syntactically relevant (for verb raising, for the determination of obligatory subjects, for appropriate case marking, for the obligatory fronting of wh-words). Properties that are transferred from the Ll are not predictable simply on the basis of comparing differences between the two languages. Variability in production appears to be explicable largely in terms of learners' (re)assembling features for English lexical items which differ from their Japanese counterparts, combined with the difficulty of accessing forms where processing load is heavy (the Missing Surface Inflection hypothesis). There was no evidence of participants needing to acquire the morphological paradigms of English before establishing syntactic rules. Finally, there was limited, but suggestive, evidence that the L2 grammars of+the classroom learners studied are guided by UG.
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Groff, Keith. "Perception and context : language acquisition grounded on activity theories of Lev Vygotsky /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248710173.

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Park, Hyeson. "Child second language acquisition and grammatical theories: The Minimalist Program and optimality theory." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/252897.

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The aim of linguistic theory is to explain what knowledge of language consists of and how this knowledge is acquired. Generative linguistics, which had set out to achieve this goal, has recently seen the development of two main approaches to Universal Grammar (UG). One is the Minimalist Program (MP) and the other is Optimality Theory (OT). In the MP framework, language is claimed to be acquired through parameter setting, while in OT language acquisition is viewed as a constraint reranking process. In this study, I compare the two evolving linguistic theories in relation to child L2 acquisition phenomena; that is, how and whether the two different approaches to UG could be used to account for language development in real time. The database for this study was a corpus of natural and elicited-interview speech collected by the National Center for Bilingual Research from six Korean children learning English as an L2 in a bilingual education school program. Two constructions, null arguments and wh-questions produced by the Korean children in their developing L2 English, were chosen for in-depth investigation. The data analysis shows that (1) the children dropped few subjects from the early stages, (2) the children dropped more objects than subjects, (3) the children did not apply subject-verb inversion in why -questions, and (4) of the wh-questions, when-questions were one of the last to appear in the children's developing English. It was examined whether these four findings could be explained within the MP and the OT frameworks. The MP and OT in their present forms, however, do not seem to be able to fully account for the data. I have proposed some adaptations of the theories and explored plausible explanations. The overall picture emerging from the study is that the gradual nature of language development can best be explained as being a result of the incremental acquisition of the lexicon. The relationship between linguistic theory and acquisition studies, especially second language acquisition studies, has been unidirectional, from theory to acquisition (SLA) studies. It is to be hoped that this study may contribute to connecting the gap between linguistic theory and SLA studies, and making their relationship more bidirectional.
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Stoller, Nicholas D. "A Linguistic Perspective on the Acquisition of German as an L2." Miami University Honors Theses / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1146416653.

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Polat, Mustafa. "Emerging Technologies in Language Pedagogy: Language Learners' Perceptions through the Lenses of Innovation Diffusion and User Intention Theories." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612413.

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Recently, it has been admitted by many researchers that students today are "digital natives" who already utilize several different technologies everyday with different purposes. Furthermore, while there is a plethora of research about learners' perceptions in language pedagogy, there is a paucity of information and research that could move beyond generic perception studies especially regarding new technologies. Accordingly, educators are still concerned not only with how to encourage EFL learners to adopt emerging technologies that could be invaluable in their language learning processes, but also with how to keep students interested in what they are learning. Thus, an understanding beyond students' perceptions with a purposive focus on their approach to technology by also exploring factors that have an influence on their adoption of emerging technologies is the key to knowing how to motivate students to integrate new technologies, and how to keep students interested in the learning process. Therefore, the purpose of this study was three-fold: to identify language learners' approaches to technologies; to examine their attitude toward emerging technologies with a focus on their familiarity, actual use, intentions and perceptions; and finally to analyze the factors and relationships among these factors that best predict language learners' intentions and decisions to use emerging technologies. The study specifically aimed to explore the following emerging technologies: (a) social networking, (b) mobile learning, and (c) digital games as major emerging technologies of today with also a focus on other emerging technologies: (a) augmented reality, (b) wearable technologies, (c) virtual assistants, (d) massive online open courses, (e) 3D printing and (f) online language learning platforms. This mixed methods study benefitted from multiple disciplines, and presented several different perspectives to achieve its aim. The data were obtained through a survey, open-ended questions, and semi-structured interviews. The quantitative data were analyzed through descriptive and inferential statistics. In addition, structural equation modeling was utilized and path analysis was employed to draw on two complementary frameworks: innovation diffusion theory (Rogers, 2003), especially its application in technology adopter categories (TACI) (Dugas, 2005), and the decomposed theory of planned behavior (DTPB) (Taylor & Todd, 1995), which was adapted for this research. The qualitative data was analyzed through thematic content analysis, and used to triangulate and affirm what the quantitative data was showing. The findings indicated that technology adopter categories were normally distributed among EFL learners at a public and a private university in Turkey. Although most EFL learners were quite familiar and confident with major emerging technologies, they were not very familiar with minor emerging technologies. As for an awareness of the benefits of all listed emerging technologies, the study revealed that EFL learners' awareness is quite high; however, it was also found that participants' intention to use these emerging technologies and their actual use were very low. Finally, the results showed that the adapted DTPB was useful in explaining much of the variance in the intention to integrate technology into language learning processes by EFL learners, and attitude was the most important predictor and factor of behavioral intention. Given these findings, this research aims to contribute to the literature in innovation diffusion, user adoption and language pedagogy by offering several theoretical, methodological, and pedagogical implications and directions for future research and applications.
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Demailly, Tulldahl Karine. "A Study and Analysis of Errors in the Written Production of Swedish Adolescent Learners of English : Comparing the Evolution of a Class at Two Different Points in Time." Thesis, Linköping University, Department of Educational Science (IUV), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-3367.

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The subject of this essay is a comparison of essays written by the same learners at two different points in time - i.e. while they were in the first and in the third grades of the Swedish secondary school. The essay includes a presentation of the raw data that have been used. The theoretical background is a general survey of some of the abundant literature relating to Second Language Acquisition and Error Analysis, and a large part of it deals with interlanguage theories. The analytical part of the work presents the results of the study, including a grammatical classification of the totality of the errors encountered as well as a presentation of the results for the whole of each class and for each individual learner. Finally, some of the theories are related to the results of the analysis and some conclusions are drawn. A part of the work consisted in the gathering of essays written by learners (exclusively with Swedish as their mother tongue) of the same class in a real school context, first to make a quantitative study of their errors, and second to make a comparison between their essays written at two different points in time. The aim was to find out if there had been an evolution, and to what extent the evolution had taken place. The hypothesis formulated at the beginning of this essay is that learners, in general, should make fewer errors after two years have passed. The results are that errors concerning Verbs (especially Concord), as well as miscellaneous spelling errors, were the most frequent ones, and this is true for both grades. As the total number of errors is lower for the third grade than for the first, and since the learners' production is larger in the third grade than in the first, the hypothesis can be considered to be true, though a larger study should be conducted to see if a general pattern can be found.

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Basson, Magdalene. "Die ontwikkeling van ‘n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79797.

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Thesis (MEd)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The increasing number of isiXhosa learners in Afrikaans medium schools gave rise to this investigation. According to our Constitution, all citizens have the right to receive education in one of the official languages. Some isiXhosa parents exercise their democratic right by enrolling their children in English- or Afrikaans-medium schools. They are of the opinion that the level of education is of a higher standard in these schools. Consequently, some isiXhosa learners in Afrikaans-medium schools develop barriers to learning due to the fact that they have little or no knowledge of Afrikaans. The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes. Secondly, the aim of the study was to determine whether the literacy intervention programme would lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa learners in grade 4 to 6 Afrikaans-medium classes. The research was conducted in a previously disenfranchised Afrikaans-medium school in Stellenbosch. The research methods employed comprised a literature review supported by an empirical investigation that included pre- and post-tests with learners, interviews with educators and the development and implementation of a literacy intervention programme. A mixed method research design was used, because quantitative data alone would have supplied inadequate answers to the research question. The theoretical basis of the study was Piaget’s theory of cognitive development, as well as Vygotsky’s social constructivist language acquisition theory. Both Piaget and Vygotsky emphasised the importance of social interactions in cognitive development. They regarded the development and use of vocabulary as an integral part of these interactions. Research indicates that the field of second language acquisition is multifaceted and is not supported by a singular theory. Three theories of second language acquisition were explored in this study. They are the communicative approach, shared reading and the schema theory. The role that the language-in-education policy, motivation and social economic status play in second language acquisition was also investigated. Another goal of the literature review was to collect data to develop a literacy intervention programme in which the above-mentioned theories of second language acquisition were utilised. The marsh at the school served as the context for the activities in the programme. Twenty isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes were subjected to an intervention programme over a period of six months to determine the success of the intervention programme. Data gathering included quantitative data (pre- and post-tests) as well as qualitative data (interviews with Afrikaans educators) to determine whether the learners’ vocabulary and reading comprehension had improved. The results of the study indicate that the implementation of the literacy intervention programme can lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 tot 6 Afrikaans-medium classes. This is substantiated by previous research. The results also support findings that the Afrikaans vocabulary and reading comprehension of isiXhosa learners in the Afrikaans-medium intervention school can improve if the appropriate intervention is offered timeously.
AFRIKAANSE OPSOMMING: Hierdie ondersoek is onderneem weens die toenemende getal Xhosa-moedertaalsprekers in Afrikaansmediumskole. Volgens die Grondwet het elkeen die reg om onderrig in enige van die amptelike tale te ontvang. Sommige Xhosasprekende ouers oefen hierdie reg uit deur hulle kinders in Afrikaansmediumskole te plaas. Hulle is van mening dat onderrig van 'n hoёr gehalte daar plaasvind. Gevolglik is daar 'n toename van leerders wat struikelblokke tot leer ondervind, omdat hulle min of geen begrip van Afrikaans het nie. Eerstens, is die fokus van hierdie studie die ontwikkeling van 'n geletterdheidsintervensieprogram om die Afrikaanse woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers in 'n Afrikaansmediumskool te bevorder. Ten tweede is dit om te bepaal of die geletterdheidsintervensieprogram 'n verbetering in die woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers tot gevolg gehad het. 'n Voorheen benadeelde Afrikaansmediumskool in die Stellenbosch-omgewing is deur die navorser gekies vir die implementering van die geletterdheidsintervensieprogram. Hierdie projek het 'n literatuurstudie ondersteun deur 'n empiriese ondersoek wat voor- en natoetse met leerders, onderhoude met onderwysers en die ontwerp en toepassing van 'n geletterdheidsintervensieprogram ingesluit het, behels. Daar is van 'n gemengde navorsingsontwerp gebruik gemaak, omdat die gebruik van slegs kwantitatiewe data onvoldoende antwoorde op die navorsingsvraag sou verskaf. 'n Literatuurondersoek is gedoen om 'n teoretiese grondslag vir die studie te verkry. Piaget se teorie van kognitiewe ontwikkeling en Vygotsky se sosiaal-konstruktivistiese taalverwerwingsteorie is gebruik om die verwerwing van 'n tweede taal te beskryf. Beide Piaget en Vygotsky het die belangrikheid van sosiale interaksies in kognitiewe ontwikkeling beklemtoon. Hulle het die ontwikkeling en gebruik van woordeskat as 'n integrale deel van hierdie interaksies beskou. Die studie dui daarop dat die aard van tweedetaalverwerwing kompleks is en nie deur 'n enkele teorie ondersteun kan word nie. Drie verskillende benaderings tot tweedetaalverwerwing, naamlik die kommunikatiewe benadering, gedeelde lees en die skema-teorie, is ondersoek. Die rol wat die taal-in-onderwysbeleid (TiOB), motivering en sosio-ekonomiese status in tweedetaalverwerwing speel, is ook ondersoek. 'n Verdere doel van die literatuurondersoek was om inligting te versamel om 'n geletterdheidsintervensieprogram te ontwerp waarin bogenoemde benaderings tot tweedetaalverwerwing gebruik is. Die vleiland by die skool het die konteks geskep waarbinne die onderskeie aktiwiteite beplan is. Die geletterdheids-intervensieprogram is vir ses maande in 'n klas met 20 graad 4 tot 6 Xhosa-moedertaalsprekers toegepas om die sukses daarvan te bepaal. Datagenerering het bestaan uit kwantitatiewe data (voor- en natoetse) asook kwalitatiewe data (onderhoude met die opvoeders wat Afrikaans onderrig) om vas te stel of die leerders se woordeskat en leesbegrip verbeter het al dan nie. Die resultate van hierdie studie toon dat die toepassing van die geletterdheidsintervensieprogram tot die verbetering van die Xhosa-moedertaalsprekers in graad 4 tot 6 Afrikaansmediumklasse se Afrikaanse woordeskat en leesbegrip kan lei. Dit stem ooreen met bevindinge van vorige navorsing, naamlik dat die verbetering van leerders se woordeskat tot die verbetering van leesbegrip lei. Verder ondersteun die resultate die bevindinge dat Xhosa-moedertaalsprekers in die Afrikaansmedium intervensieskool se Afrikaanse woordeskat en leesbegrip kan verbeter, mits hulle die nodige, gepaste ondersteuning betyds ontvang.
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Aravena, Ruiz Erick, Quezada Daniela Bascuñán, Cáceres Hugo Briones, Pino Katherine Jara, Sierra Denisse Lillo, Morales Gabriel Morales, Novoa Bárbara Muñoz, and López Evelyn Yumha. "Second language acquisition theories: their application in Ministry of Educaction's Curriculum and their expected impact on teacher training programs from three chilean universities." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/130555.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa
Second Language Acquisition (SLA) and Language Planning and Policy (LPP) play a fundamental role in the design of public policies concerning the teaching of a second language. Thus, the present study focuses on the analysis of SLA theories in the teaching of the English language in the country, as well as their implementation in the curriculum proposed by the Ministry of Education and the curricula from three selected teaching programs created by the following institutions: Universidad de Chile, Universidad Metropolitana de Ciencias de la Educación and Universidad de Santiago de Chile. The gap this investigation aims at filling is the current limited research in education and, particularly, regarding the teaching of the subject. The major findings indicate a lack of an explicit theory proposed by any of the aforementioned institutions, except by the program from Departamento de Estudios Pedagógicos of Universidad de Chile. The implications concerning these results are mainly related to the proposition of improving the policies that are functioning today in order to have a more homogeneous approach to the teaching of English in Chile.
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Books on the topic "Theories of language acquisition"

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VanPatten, Bill, Gregory D. Keating, and Stefanie Wulff, eds. Theories in Second Language Acquisition. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986.

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ski, Mariusz Trawin. An outline of Second Language Acquisition theories. Krako w: Wydawnictwo Naukowe Akademii Pedagogicznej, 2005.

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Bill, VanPatten, and Williams Jessica 1957-, eds. Theories in second language acquisition: An introduction. Mahwah, N.J: Lawrence Erlbaum Associates, 2007.

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Florence, Myles, ed. Second language learning theories. London: Arnold, 1998.

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Florence, Myles, ed. Second language learning theories. 2nd ed. London, UK: Arnold, 2004.

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Theories of second-language learning. London: E. Arnold, 1987.

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Thom, Huebner, and Ferguson Charles Albert 1921-, eds. Crosscurrents in second language acquisition and linguistic theories. Amsterdam: J. Benjamins Pub. Co., 1991.

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Analyzing children's language: Methods and theories. Oxford, OX, UK: B. Blackwell, 1988.

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Juffs, Alan. Learnability and the lexicon: Theories and second language acquisition research. Amsterdam: J. Benjamins, 1996.

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1944-, Campbell Ruth, Dodd Barbara, and Worrall Linda, eds. Evaluating theories of language: Evidence from disordered communication. London: Whurr Publishers, 1996.

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Book chapters on the topic "Theories of language acquisition"

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Song, Sooho. "Second Language Acquisition Theories." In Second Language Acquisition as a Mode-Switching Process, 9–36. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52436-2_2.

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VanPatten, Bill. "Theories and Language Teaching." In Theories in Second Language Acquisition, 271–90. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-12.

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DeKeyser, Robert. "Skill Acquisition Theory." In Theories in Second Language Acquisition, 83–104. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-5.

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Bonvillian, J. D., M. D. Orlansky, and R. J. Folven. "Early Sign Language Acquisition: Implications for Theories of Language Acquisition." In Springer Series in Language and Communication, 219–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74859-2_18.

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VanPatten, Bill, Jessica Williams, Gregory D. Keating, and Stefanie Wulff. "Introduction." In Theories in Second Language Acquisition, 1–18. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-1.

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Lantolf, James P., Matthew E. Poehner, and Steven L. Thorne. "Sociocultural Theory and L2 Development." In Theories in Second Language Acquisition, 223–47. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-10.

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Larsen-Freeman, Diane. "Complex Dynamic Systems Theory." In Theories in Second Language Acquisition, 248–70. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-11.

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White, Lydia. "Linguistic Theory, Universal Grammar, and Second Language Acquisition." In Theories in Second Language Acquisition, 19–39. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-2.

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Bardovi-Harlig, Kathleen. "One Functional Approach to L2 Acquisition." In Theories in Second Language Acquisition, 40–62. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-3.

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Ellis, Nick C., and Stefanie Wulff. "Usage-Based Approaches to L2 Acquisition." In Theories in Second Language Acquisition, 63–82. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-4.

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Conference papers on the topic "Theories of language acquisition"

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Savchenko, Tatiana. "INTEGRATING POETRY INTO THE FOREIGN LANGUAGE CLASSROOM FROM THE POINT OF VIEW OF SECOND LANGUAGE ACQUISITION." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-8.

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The article deals with the theoretical foundations of foreign language acquisition which are related to the integration of poetic texts into foreign language teaching. The article defines poetic text and its role in foreign language teaching and focuses on the selected foreign language acquisition theories and their interconnectedness with using poetic texts in the teaching of foreign languages.
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"An Outline of Nativist and Behaviorist Theories of Language Acquisition." In July 11-12, 2017 Bangkok (Thailand). EAP, 2017. http://dx.doi.org/10.17758/eap.ed0717031.

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Boyarkina, Iren. "THE THEORIES OF LEV VYGOTSKY AND MICHAIL BAKHTIN AND THEIR ELABORATIONS IN CONTENT AND LANGUAGE INTEGRATED LEARNING AND SECOND LANGUAGE ACQUISITION STUDIES." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-125-129.

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

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The Latvian language as a subject has been a taught language since the 1st grade till 12th grade in both minority schools and schools, where the Latvian language is the language of instruction. In recent years the country has also been implementing the education reform within the framework of which the content and its acquisition methodology has been improved, but the students’ level of the Latvian language as state language skills is declining in various aspects. The topicality of the problem to be researched stems from the results obtained by analyzing the scientific research implemented in the country (2007–2021) and other research on language competence of basic and secondary education students. The aim of the research is to analyze the content and methodology of grammar teaching in basic school and in secondary school for students’ language competence. The methodology of the study is based on linguistics, linguistic didactics, cognitivism and sociocultural theories. The empirical data have been obtained by analyzing the Latvian language learning process and the quality of the essays (content analysis of 409 essays of the 12th grade secondary school students in School Year 2018/2019 according to the previously developed criteria based on theories). The results of the research show that students learn the grammar rules mainly formally, without linking them to a specific communicative purpose. More attention should be paid to students’ work with authentic texts, pupils’ own texts as well as study texts used for the acquisition of the content of other subjects. In the didactics of the Latvian language more attention should be paid to the students’ sense of language as the ability to perceive, emotionally recognize and evaluate the use of language. The significance of the results lies in the aspect that they reveal the real situation and enable us to develop recommendations for the improvement of the Latvian language learning process.
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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Vilka, Ilze. "Promotion of Listening Skills in Preschool Children with Phonological Insufficiency." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.65.

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This article is devoted to identifying the possibilities of promoting the development of listening skills in preschool children with phonological insufficiency. Underdeveloped listening skills and phonological insufficiency have a negative impact on speech development and language acquisition. During life, in interpersonal communication, people engage in four types of linguistic activity: listening, speaking, reading and writing. Listening is considered the most important skill, as it is through listening that an individual acquires most of their information and knowledge, including understanding the pronunciations of speech sounds, learning to distinguish them by hearing, and acquiring an understanding of words, sentences and texts. Children learn to perceive, comprehend and respond to hearing information by providing oral or written answers. The aim of this study is to theoretically investigate and practically evaluate the possibilities of promoting listening skills in children with phonetic-phonemic deficiencies. Methodology: The research was carried out using a literature review and speech therapy sessions to improve listening skills in preschool children with phonological insufficiency. Results: 42 children aged 5–6 years with phonological insufficiency were involved in the study. The study was conducted in speech therapy sessions over a period of three months. Initial and repeated assessments of listening skills were carried out. The evaluation criteria were based on speech therapy and educational theories. The repeated assessment of listening skills showed dynamic growth in all children included in the study.
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Zernik, Uri. "Language acquisition." In the 12th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1988. http://dx.doi.org/10.3115/991719.991798.

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Achsas, Sanae, and El Habib Nfaoui. "Language representation learning models." In SITA'20: Theories and Applications. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419604.3419773.

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Hidayat, Nadhifah Rahmadini, and Nila Fitria. "Literacy Theories of Children’s Language Development." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.031.

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Zhao, Siyi. "Educational Theories in Practice." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.119.

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Reports on the topic "Theories of language acquisition"

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Berman, Eli, Kevin Lang, and Erez Siniver. Language-Skill Complementarity: Returns to Immigrant Language Acquisition. Cambridge, MA: National Bureau of Economic Research, June 2000. http://dx.doi.org/10.3386/w7737.

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Saunders, Shelly. A study in the language acquisition styles of language delayed toddlers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5990.

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Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Fort Belvoir, VA: Defense Technical Information Center, June 1994. http://dx.doi.org/10.21236/ada282713.

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Brock, William, Bo Chen, Steven Durlauf, and Shlomo Weber. Everybody’s Talkin’ at Me: Levels of Majority Language Acquisition by Minority Language Speakers. Cambridge, MA: National Bureau of Economic Research, August 2022. http://dx.doi.org/10.3386/w30410.

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Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5276.

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Bess, Dee. The Constraints of a Typological Implicational Universal for Interrogatives on Second Language Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6962.

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192006.

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5865.

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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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O'Malley, J. M., R. P. Russo, and A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada160395.

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