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Articoli di riviste sul tema "Second language"

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Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 18 maggio 2024

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1

Bernhardt, Elizabeth B., e Stephen D. Krashen. "Second Language Acquisition and Second Language Learning". Modern Language Journal 73, n. 4 (1989): 483. http://dx.doi.org/10.2307/326882.

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2

Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, n. 2 (giugno 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.

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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.
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3

Gou, Ting. "Second language." Families, Systems, & Health 32, n. 2 (2014): 248–49. http://dx.doi.org/10.1037/fsh0000050.

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4

Ahibalova, Tetiana. "FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, n. 6(74) (27 giugno 2019): 150–53. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-150-153.

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5

Kizi, Rakhimova Dilnoza Dilshod. "TEACHING SECOND LANGUAGE THROUGH COMMUNICATIVE APPROACH". American Journal of Philological Sciences 4, n. 1 (1 gennaio 2024): 68–73. http://dx.doi.org/10.37547/ajps/volume04issue01-12.

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The complexity of language, whether spoken or written, has led to a high demand for teaching and learning English in today's globalized world. The need for English language learning has resulted in a demand for quality teaching materials and resources worldwide. Language learning is now seen as a form of communication between users and learners. Despite this, some institutions in Uzbekistan still rely on the Grammar Translation Method (GTM), leading to proficient vocabulary, grammar, and reading skills but low proficiency in speaking. To address this, teachers are encouraged to adopt communicative language teaching methodology. The study identifies factors thatdeter teachers from implementing this approach and emphasizes the importance of following communicative language teaching at public sector colleges as an effective method. It is believed that meaningful English language teaching and learning can be achieved through proper implementation of aspects such as phonetics, phonology, morphology, syntax, and semantics.
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Macaro, Ernesto. "Second language teachers as second language classroom researchers". Language Learning Journal 27, n. 1 (giugno 2003): 43–51. http://dx.doi.org/10.1080/09571730385200071.

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7

Bepievi, Naira. "Teaching a Second (Foreign) Language in Diverse Classes". International Journal of Multilingual Education X, n. 3 (11 novembre 2021): 74–80. http://dx.doi.org/10.22333/ijme.2021.19008.

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In diverse classes, that is, in classes in which multilingual students study, the difficulties that accompany the teaching of a second language (foreign language) should be taken into account. In schools where the Ossetian language is taught, Georgians learn this language together with Ossetian children. It is known that the Ossetian language belongs to the group of Indo-European languages and, naturally, differs from the Caucasian languages, although there are some similarities between them. This difference concerns both phonetics, morphology and syntax. In this work, we will touch upon some morphological and syntactic peculiarities, which should be known and taken into account when studying/teaching this language in diverse classes. In order to better guide the teaching/learning process, this work will analyze the ways and methods of overcoming grammatical difficulties. It should be taken into account the circumstance that in most Indo-European languages there is no category of behavior and contact. Comparative methods explain some of the characteristics of verbs, verbal nouns, prepositions, and other categories. In addition to theoretical material, the work will take into account practical exercises that will be of interest to both teachers and students.
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8

McLaughlin, Barry, e Michael Harrington. "Second-Language Acquisition". Annual Review of Applied Linguistics 10 (marzo 1989): 122–34. http://dx.doi.org/10.1017/s0267190500001240.

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As H. Douglas Brown pointed out in his review (1980), the field of second language acquisition [SLA] has emerged as its own discipline in the 1980s. A somewhat eclectic discipline, research in SLA involves methodologies drawn from linguistics, sociolinguistics, education, and psychology. Theoretical models are equally diverse (McLaughlin 1987), but in general a distinction is possible between representational and processing approaches (Carroll in press). Representational approaches focus on the nature and organization of second-language knowledge and how this information is represented in the mind of the learner. Processing approaches focus on the integration of perceptual and cognitive Processes with the learner's second-languages knowledge. This distinction is used here for purposes of exposition, although it is recognized that some approaches combine both representational and processing features, as any truly adequate model of second-language learning must.
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9

SPARKS, RICHARD L., NANCY HUMBACH, JON PATTON e LEONORE GANSCHOW. "Subcomponents of Second-Language Aptitude and Second-Language Proficiency". Modern Language Journal 95, n. 2 (12 maggio 2011): 253–73. http://dx.doi.org/10.1111/j.1540-4781.2011.01176.x.

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10

Zhang, Lawrence Jun. "Second language writing as and for second language learning". Journal of Second Language Writing 22, n. 4 (dicembre 2013): 446–47. http://dx.doi.org/10.1016/j.jslw.2013.08.010.

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11

Dr.Vishalakshi K K, Dr Vishalakshi K. K. "Significance of Language Laboratory in Learning English as a Second Language". Indian Journal of Applied Research 4, n. 5 (1 ottobre 2011): 162. http://dx.doi.org/10.15373/2249555x/may2014/50.

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12

Sabourin, Laura, e Laurie A. Stowe. "Second language processing: when are first and second languages processed similarly?" Second Language Research 24, n. 3 (luglio 2008): 397–430. http://dx.doi.org/10.1177/0267658308090186.

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In this article we investigate the effects of first language (L1) on second language (L2) neural processing for two grammatical constructions (verbal domain dependency and grammatical gender), focusing on the event-related potential P600 effect, which has been found in both L1 and L2 processing. Native Dutch speakers showed a P600 effect for both constructions tested. However, in L2 Dutch (with German or a Romance language as L1) a P600 effect only occurred if L1 and L2 were similar. German speakers show a P600 effect to both constructions. Romance speakers only show a P600 effect within the verbal domain. We interpret these findings as showing that with similar rule-governed processing routines in L1 and L2 (verbal domain processing for both German and Romance speakers), similar neural processing is possible in L1 and L2. However, lexically-driven constructions that are not the same in L1 and L2 (grammatical gender for Romance speakers) do not result in similar neural processing in L1 and L2 as measured by the P600 effect.
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13

SPARKS, RICHARD L., JON PATTON, LEONORE GANSCHOW e NANCY HUMBACH. "Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency". Applied Psycholinguistics 30, n. 4 (ottobre 2009): 725–55. http://dx.doi.org/10.1017/s0142716409990099.

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ABSTRACTFifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overall L2 proficiency and most L2 proficiency subtests. However, L1 word decoding was the best predictor of L2 word decoding skills. Early L1 skills, L2 motivation, or L2 anxiety added a small amount of variance to the prediction models. Findings suggested that language-related variables are the most robust predictors of L2 proficiency. Results are discussed in the context of long-term cross linguistic transfer of early L1 skills to later L2 aptitude and L2 proficiency.
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14

Hubackova, Sarka, e Ilona Semradova. "Two ways of second language vocabulary acquisition". New Trends and Issues Proceedings on Humanities and Social Sciences 2, n. 1 (28 giugno 2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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15

Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences". American Journal of Applied sciences 03, n. 01 (26 gennaio 2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.
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16

SETHURAMAN, Mekala, e Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing". Eurasian Journal of Educational Research 20, n. 88 (30 luglio 2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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17

Satullaeva, Nargiza, e Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language". American Journal of Social Science and Education Innovations 02, n. 08 (25 agosto 2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.

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18

Ngarsou, Voudina. "First Language and Second Language in the Multilingual Context". J-Lalite: Journal of English Studies 3, n. 2 (31 dicembre 2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.

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Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, and English is given the status of a foreign language. Many studies in English in non-native English speaking environment considered the students’ mother tongue as L1, but the current research aimed to show that the first language could refer to the second language and rethink what are called first language and second language in research on English language learning by contextualising the situation. Qualitative method was used. It did not involve the collection of data. It was based on literature: books, articles, and opinions. So, from the body of the paper, the findings showed that many studies in English referred to the first language not as the speaker’s mother tongue, but the second language. This meant that L1 in terms of the students’ native languages (indigenous languages) should not be included in studies that involve the influence of L1 on English, unless the L1 that refers to the native language is made clear in the study.
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19

Xia, Jie, e Xinren Chen. "Second Language Pragmatics". Intercultural Pragmatics 18, n. 2 (15 marzo 2021): 277–84. http://dx.doi.org/10.1515/ip-2021-2005.

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20

Barnwell, David, e Craig Chaudron. "Second Language Classrooms". Modern Language Journal 72, n. 4 (1988): 458. http://dx.doi.org/10.2307/327762.

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21

Kaplan, Robert B., e Wolfgang Klein. "Second Language Acquisition". Language 64, n. 4 (dicembre 1988): 822. http://dx.doi.org/10.2307/414588.

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22

Allen, J. P. B., e N. S. Prabhu. "Second Language Pedagogy". TESOL Quarterly 22, n. 3 (settembre 1988): 498. http://dx.doi.org/10.2307/3587293.

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23

Pardo, Darío Barrera, John Archibald e Dario Barrera Pardo. "Second Language Phonology". TESOL Quarterly 34, n. 2 (2000): 373. http://dx.doi.org/10.2307/3587965.

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24

Lipski, John M., e John Archibald. "Second Language Phonology". Language 75, n. 4 (dicembre 1999): 860. http://dx.doi.org/10.2307/417772.

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25

Román, Nolvia Ana Cortez. "Second language identities". Innovation in Language Learning and Teaching 6, n. 1 (marzo 2012): 87–91. http://dx.doi.org/10.1080/17501229.2011.576837.

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26

BROSELOW, ELLEN. "SECOND-LANGUAGE LEARNING". World Englishes 7, n. 3 (novembre 1988): 347–49. http://dx.doi.org/10.1111/j.1467-971x.1988.tb00248.x.

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27

AYYAR, INDIRA. "SECOND-LANGUAGE LEARNING". World Englishes 7, n. 3 (novembre 1988): 349–53. http://dx.doi.org/10.1111/j.1467-971x.1988.tb00249.x.

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28

Cowley, Sue. "Second language support". Early Years Educator 15, n. 2 (giugno 2013): 28–30. http://dx.doi.org/10.12968/eyed.2013.15.2.28.

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29

Dekydtspotter, Laurent. "SECOND LANGUAGE EPISTEMOLOGY". Studies in Second Language Acquisition 31, n. 2 (giugno 2009): 291–321. http://dx.doi.org/10.1017/s0272263109090317.

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This article presents evidence that supports the claim that second language (L2) grammars arise in a domain-specific, informationally encapsulated module with contents provided by Universal Grammar and enriched by native language knowledge, as entertained by Schwartz (1986, 1987, 1999) contra Bley-Vroman (1990). I consider state-of-the-art evidence representative of a body of research on the poverty of the stimulus (POS) that argues for the domain-specificity of L2 representations, with a main focus on interpretation. Then I examine interpretive evidence relevant to the role of informational encapsulation and compositionality in SLA. I seek to demonstrate that the acquisition of syntax-linked interpretive properties where the POS is severe provides opportunities for a type of fingerprinting of mental organization that can inform a variety of epistemologically relevant questions.
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30

Özgür, Burcu, e Carol Griffiths. "Second Language Motivation". Procedia - Social and Behavioral Sciences 70 (gennaio 2013): 1109–14. http://dx.doi.org/10.1016/j.sbspro.2013.01.165.

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31

Edmondson, Willis. "Second language classrooms". System 17, n. 2 (gennaio 1989): 270. http://dx.doi.org/10.1016/0346-251x(89)90040-7.

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32

Lörscher, Wolfgang. "Second language discourse". System 19, n. 3 (gennaio 1991): 335–38. http://dx.doi.org/10.1016/0346-251x(91)90062-t.

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33

Willems, G. M. "Second Language Classrooms". Toegepaste Taalwetenschap in Artikelen 32 (1 gennaio 1988): 152–58. http://dx.doi.org/10.1075/ttwia.32.12wil.

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34

Ren, Wei, e Jianda Liu. "Second language research". Language Teaching 49, n. 2 (18 marzo 2016): 295–98. http://dx.doi.org/10.1017/s0261444815000506.

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The Center for Linguistics and Applied Linguistics (CLAL) at Guangdong University of Foreign Studies is recognized as a ‘National Key Research Institute for the Humanities and Social Sciences’ by the Ministry of Education of the People's Republic of China. It is the only center recognized by the Chinese Ministry of Education to have a national key research institute devoted to linguistics and applied linguistics. CLAL has cultivated a core team of scholars whose work in linguistics and applied linguistics is both prolific and broad in scope, spanning three fields of research: second language (L2) learning, societal and public discourse analysis, and theoretical linguistics.
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35

Atkinson, David. "Second language identities". Journal of Multilingual and Multicultural Development 34, n. 5 (agosto 2013): 490–91. http://dx.doi.org/10.1080/01434632.2013.803713.

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36

Frenck-Mestre, C., e P. Prince. "Second Language Autonomy". Journal of Memory and Language 37, n. 4 (novembre 1997): 481–501. http://dx.doi.org/10.1006/jmla.1997.2526.

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37

BENNETT, GENA. "Second Language Writing." TESOL Quarterly 41, n. 1 (marzo 2007): 203–6. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00051.x.

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38

Juffs, Alan. "Second language acquisition". Wiley Interdisciplinary Reviews: Cognitive Science 2, n. 3 (22 settembre 2010): 277–86. http://dx.doi.org/10.1002/wcs.106.

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39

Жуманиёзова, М. "Age and second language acquisition". Ренессанс в парадигме новаций образования и технологий в XXI веке 1, n. 1 (24 novembre 2023): 374–77. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp374-377.

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Age has been considered as a crucial factor in acquiring second languages successfully as well as in acquiring first language. In this article, there is given some studies and guidance with reference to age and language acquisition. And the aim of this article is to differentiate the age factors
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40

Ellis, Rod. "Second Language Learning and Second Language Learners: Growth and Diversity". TESL Canada Journal 7, n. 1 (26 ottobre 1989): 74. http://dx.doi.org/10.18806/tesl.v7i1.562.

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41

Azhar, Shopia. "SECOND LANGUAGE ACQUISITION IN TEACHING ENGLISH AS A SECOND LANGUAGE". ETERNAL (English, Teaching, Learning and Research Journal) 2, n. 2 (30 dicembre 2015): 331–43. http://dx.doi.org/10.24252/eternal.v12.2015.a12.

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42

Richards, David. "Relationships between second language acquisition research and second language teaching". Australian Review of Applied Linguistics 8, n. 2 (1 gennaio 1985): 134–51. http://dx.doi.org/10.1075/aral.8.2.07ric.

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43

BHASIN, KAMINI. "Learning English As a Second Language & Role of Digital Language Lab". International Journal of Scientific Research 3, n. 4 (1 giugno 2012): 1–2. http://dx.doi.org/10.15373/22778179/apr2014/182.

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44

Call, Mary Emily, e Vivian Cook. "Second Language Learning and Language Teaching". Modern Language Journal 76, n. 4 (1992): 539. http://dx.doi.org/10.2307/330058.

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45

Cumming, Alister, Bill Vanpatten e James F. Lee. "Second Language Acquisition/Foreign Language Learning". Modern Language Journal 75, n. 2 (1991): 240. http://dx.doi.org/10.2307/328836.

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46

Bernhardt, Elizabeth B., e Rod Ellis. "Second Language Acquisition and Language Pedagogy". Modern Language Journal 77, n. 3 (1993): 373. http://dx.doi.org/10.2307/329109.

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47

Brayner, Izabelly C. Dos Santos, Antonio H. Coutelo de Moraes e Wanilda Maria Alves Cavalcanti. "WRITTEN PORTUGUESE LANGUAGE AS SECOND LANGUAGE". Diacrítica 32, n. 2 (2 luglio 2019): 19. http://dx.doi.org/10.21814/diacritica.440.

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Writing plays a fundamental role in active participation in society, since it facilitates access to knowledge. In the case of the deaf people involved in our research, this modality represents a second language, placing them in a bilingual perspective - an educational approach that guides professionals in the education of this linguistic minority. The objective of this research was to analyze the written productions of the deaf students of the Group of Studies and Practices of Language for the Deaf, Catholic University of Pernambuco, aiming at a better understanding of the obstacles to textual production learning in L2. Authors such as Brochado (2003), Lacerda (1998), Pereira and Karnopp (2012), Quadros (2004), among others, will be brought into the theoretical foundation, which will serve as a basis for discussions. The methodology adopted was qualitative descriptive. The data indicated the subjects are in stages I and II of the interlanguage, no subjects were identified in stage III. We conclude that investment is still necessary in researches that seek strategies to strengthen L2 writing by deaf people, as well as the acquisition of knowledge available mostly in written Portuguese language in several educational resources.
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48

Wright, Martha Wagar, e Vivian Cook. "Second Language Learning and Language Teaching". Language 70, n. 1 (marzo 1994): 198. http://dx.doi.org/10.2307/416761.

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49

McGarry, Theresa. "Language Ideology and Second Language Learning". ITL - International Journal of Applied Linguistics 155 (2008): 95–115. http://dx.doi.org/10.2143/itl.155.0.2032360.

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AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.
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50

Cook, Vivian. "Second Language Learning and Language Teaching". College Composition and Communication 49, n. 1 (febbraio 1998): 115. http://dx.doi.org/10.2307/358567.

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