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Articoli di riviste sul tema "Theories of language acquisition"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 gennaio 2023

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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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STEMMER, NATHAN. "Empiricist versus Prototype Theories of Language Acquisition." Mind & Language 4, no. 3 (September 1989): 201–21. http://dx.doi.org/10.1111/j.1468-0017.1989.tb00251.x.

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Sutton, Ann. "Language Acquisition Theory and AAC Intervention." Perspectives on Augmentative and Alternative Communication 17, no. 2 (June 2008): 56–61. http://dx.doi.org/10.1044/aac17.2.56.

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Abstract This article presents a reflection on the relationship between language acquisition theories and augmentative and alternative (AAC) intervention, particularly related to grammar. Aspects of the language-learning situation for children needing AAC and of production of language using an AAC system that may pose challenges for acquisition of grammar are discussed. The implications for AAC intervention that can be drawn from several language acquisition theories are explored. It is suggested that establishing clearer or more overt links between theories and intervention is important in order to make underlying assumptions more explicit and to be aware of the theoretical underpinnings of AAC intervention.

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Flynn, Suzanne. "Principled Theories of L2 Acquisition." Studies in Second Language Acquisition 7, no. 1 (February 1985): 99–108. http://dx.doi.org/10.1017/s0272263100005192.

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Montrul, Silvina. "Current Issues in Heritage Language Acquisition." Annual Review of Applied Linguistics 30 (March 2010): 3–23. http://dx.doi.org/10.1017/s0267190510000103.

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An increasing trend in many postsecondary foreign language classes in North America is the presence of heritage language learners. Heritage language learners are speakers of ethnolinguistically minority languages who were exposed to the language in the family since childhood and as adults wish to learn, relearn, or improve their current level of linguistic proficiency in their family language. This article discusses the development of the linguistic and grammatical knowledge of heritage language speakers from childhood to adulthood and the conditions under which language learning does or does not occur. Placing heritage language acquisition within current and viable cognitive and linguistic theories of acquisition, I discuss what most recent basic research has so far uncovered about heritage speakers of different languages and their language learning process. I conclude with directions for future research.

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GATHERCOLE, VIRGINIA C. MUELLER, and ENLLI MÔN THOMAS. "Bilingual first-language development: Dominant language takeover, threatened minority language take-up." Bilingualism: Language and Cognition 12, no. 2 (April 2009): 213–37. http://dx.doi.org/10.1017/s1366728909004015.

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This study explores the extent to which bilingual speakers in stable bilingual communities become fully bilingual in their two community languages. Growing evidence shows that in bilingual communities in which one language is very dominant, acquisition of the dominant language may be quite unproblematic across sub-groups, while acquisition of the minority language can be hampered under conditions of reduced input. In Wales, children are exposed to both English and Welsh from an early age, either in the home or at school, or both. The data reported here indicate that regardless of home language background, speakers develop equivalent, mature command of English, but that command of Welsh is directly correlated with the level of input in Welsh in the home and at school. Furthermore, maintenance of Welsh in adulthood may be contingent on continued exposure to the language. The data have implications for theories of bilingual acquisition in stable versus immigrant bilingual communities, for optimal conditions for bringing up bilingual children, and for theories of critical periods of acquisition.

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Hulstijn, Jan H. "Is the Second Language Acquisition discipline disintegrating?" Language Teaching 46, no. 4 (January 25, 2012): 511–17. http://dx.doi.org/10.1017/s0261444811000620.

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After characterizing the study of second language acquisition (SLA) from three viewpoints, I try to answer the question, raised by DeKeyser (2010), of whether the SLA field is disintegrating. In answering this question, I first propose a distinction between SLA as the relatively fundamental academic discipline and SLA as the relatively applied field of language education. Instead of portraying the field in terms of quantitative or laboratory studies on the one hand, and qualitative or anthropological studies on the other, I will look at SLA in terms of theories that differ in their empirical basis. All scientific disciplines must create room for ideas or theories that do not yet lend themselves to empirical testing, but for a discipline to develop fruitfully it is crucial that nonempirical ideas do not outnumber the empirical. The fact that the number of empirical SLA theories is large is not in itself a problem: through the practices of rational ‘normal science’ (Kuhn 1962), the best theories (in terms of coherence, testability and scope) will rightfully come out on top.

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Major, Roy C., Thom Huebner, and Charles A. Ferguson. "Crosscurrents in Second Language Acquisition and Linguistic Theories." Language 69, no. 2 (June 1993): 422. http://dx.doi.org/10.2307/416568.

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Jordan, G. "Explanatory Adequacy and Theories of Second Language Acquisition." Applied Linguistics 25, no. 4 (December 1, 2004): 538–42. http://dx.doi.org/10.1093/applin/25.4.538.

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Hyunsik Min. "Current Trends of Language Acquisition and Culture Theories." Journal of Korean Language Education ll, no. 24 (December 2009): 71–118. http://dx.doi.org/10.17313/jkorle.2009..24.71.

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Włodarska, Katarzyna. "Przyswajanie języka pierwszego - imitacja czy wrodzony dar? Analiza na podstawie wybranych teorii akwizycji języka ojczystego oraz podstawowych systemów językowych." Adeptus, no. 1 (June 10, 2013): 6–25. http://dx.doi.org/10.11649/a.2012.001.

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First language acquisition – imitation or innate gift? Analysis based on selected theories of first language acquisition and basic language systemsThis article deals with a surprising phenomenon typical only for human beings – first language acquisition. Its aim is to answer the question as stated in the title. The author, an English teacher working in a nursery school, looks for the answer using references to theories connected with this topic, and in addition, takes into consideration the speech of children she is in charge of. In order to demonstrate the sophisticated nature of human language, the author refers to several definitions of this term. She presents the term ‘mother tongue’ and analyses the ways of acquiring its phonetic, phonological, morphological and syntactic systems by children. She also gives numerous examples of the most common mistakes found in their speech, taken from Polish and English languages. Furthermore, three major theories regarding first language acquisition, presenting the approach of Piaget, Chomsky and Skinner to this phenomenon, are described in the article. The author reaches the conclusion that first language acquisition is a mixture of imitation and innate gift. The role of the physical mechanism enabling a human being to produce speech and that of contact with the language of a child’s parents merits emphasizing also. The result of these factors is the possibility of language acquisition.

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Vogt, Paul, and Elena Lieven. "Verifying Theories of Language Acquisition Using Computer Models of Language Evolution." Adaptive Behavior 18, no. 1 (February 2010): 21–35. http://dx.doi.org/10.1177/1059712309350970.

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BOCALE, Paola. "HOW ARE LANGUAGES LEARNED? THEORIES ON THE PROCESS OF FOREIGN LANGUAGE ACQUISITION." Ezikov Svyat volume 18 issue 2, ezs.swu.v18i2 (June 30, 2020): 7–13. http://dx.doi.org/10.37708/ezs.swu.bg.v18i2.1.

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is work discusses theories on teaching, learning and acquiring foreign languages. The input hypothesis has drawn attention to its role and importance in language acquisition. On the other hand, however, empirical research has emphasized the role that output and interaction play in acquiring and improving language skills. In most communicative acts, there are factors that jeopardise the process of communication, such as lack of lexical knowledge and speech too fast for the listener to understand, causing different comprehension problems. These occur between native speakers and non-native speakers, inside and outside the classroom. Negotiation of meaning can be only defined within an interactive process as the mutual collaboration between speakers and listeners in order to clarify a language misunderstanding using different linguistic strategies such as, for example, word repetition, simplified structures and clarification questions. From one point of view, negotiation of meaning is a communicative exchange and a step towards achieving communication goals. Learners and tutors are involved in communication to solve a problem whose clarification allows conversation to be carried on. From the other point of view, negotiation of meaning is an effective way of expanding the knowledge of learners, because some of the explanations can be internalised and added to their target language repertoire. Learning can be effective only if interaction is included in the overall language aquisition process.

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Archibald, John. "Language Learnability: An Overview of the Issues." TESL Canada Journal 11, no. 1 (October 26, 1993): 53. http://dx.doi.org/10.18806/tesl.v11i1.625.

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In this paper, I summarize an approach to language acquisition that has become extremely influential: language learnability. I argue that knowledge of this approach is beneficial to second language teachers. I present the major characteristics of the principles and parameters model of grammar as it has been applied to second language acquisition. The influence of philosophy (theories of mind), psychology (theories of learning), and linguistics (theories of language) is outlined. I conclude by discussing the research and pedagogic implications of this discipline.

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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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Xu, Fan. "Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis." Review of Educational Theory 3, no. 4 (November 4, 2020): 58. http://dx.doi.org/10.30564/ret.v3i4.2404.

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Over the past three decades, a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place, to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers. Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to the field by highlighting a specific aspect of the language acquisition process. Second language acquisition theories are intrinsically related with various disciplines such as applied linguistics, psychology, education, sociolinguistics, neurology, etc. Considering the impossibility to elaborate all second language theories, I will focus on sociocultural theory and bottleneck hypothesis in second language acquisition. There is an overview which follows the introduction to the Sociocultural Theory and Bottleneck Hypothesis and its contribution to second language acquisition respectively, and then I will evaluate them to see their contributions to the SLA disciplinary development.

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Shakouri, Nima, and Mehdi Shokouhi. "Theories in Second Language Acquisition Need to be Corroborated." Studies in English Language Teaching 3, no. 1 (March 6, 2015): 73. http://dx.doi.org/10.22158/selt.v3n1p73.

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Interdisciplinary research is a key thrust for the future. The present paper puts forth that most of the theories born in the last three decades are revitalization of old vocabulary; they are more or less assumption-based. Revitalization of old vocabulary should not be at the expense of discordance but corroboration of each other. In fact, the divergent epistemic orientations in SLA give a competitive nature to SLA. Thus, to the present writers, much of the dialogue concerning the strengths and weaknesses of SLA theories fails to provide a balance between theoretical assumptions and empirically substantiated knowledge.

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Bokamba, Eyamba G. "Multilingualism and theories of second language acquisition in Africa." World Englishes 37, no. 3 (September 2018): 432–46. http://dx.doi.org/10.1111/weng.12330.

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Aljumah, Fahad Hamad. "Second Language Acquisition: A Framework and Historical Background on Its Research." English Language Teaching 13, no. 8 (July 31, 2020): 200. http://dx.doi.org/10.5539/elt.v13n8p200.

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Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views of different scholars throughout the past decades on second language acquisition. This study is a longitudinal research that identifies the advantages that could be an assist to English as Foreign Language (EFL) learners. Longitudinal research is always based on the qualitative method. This study&#39;s data is based on the qualitative method that collects views, opinions, materials, and earlier studies on second language acquisition (SLA). It reveals the most significant theories which precisely connected to second language acquisition (SLA) and largely to applied linguistics. The study resulted in that: (i) second language acquisition still has several doubts and ambiguities in its many different aspects, (ii). In this study, the researcher summarizes second language acquisition (SLA) research&#39;s main goals and draws comparisons on the scholars&#39; dissimilarities between language learning and second language acquisition (SLA) on different perceptions that could give insights towards learning of second and foreign languages easily by the English as Foreign Language (EFL) learners.

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Sharwood Smith, Michael. "Language acquisition as a side effect of language processing." Language, Interaction and Acquisition 1, no. 2 (December 10, 2010): 171–88. http://dx.doi.org/10.1075/lia.1.2.02smi.

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Researchers in the field of language acquisition may adopt various particular theoretical approaches to the description and explanation of linguistic phenomena. They need this theory to describe the nature of what is or is not undergoing change over time. However linguistic theory normally makes no reference to the time dimension, a dimension crucial to any study of development. Psycholinguists, on the other hand, focus on temporal phenomena but these are normally measured in milliseconds. At the same time, they still need a coherent model of linguistic structure to carry out their investigations. The logic of this suggests that a framework is needed that integrates linguistic theories about the properties of language, i.e., linguistic knowledge, with theories about on-line processing. The need to integrate these two ways of looking at language is also crucial for researchers who study linguistic development in the individual. One such approach is Modular Growth and Use of Language (MOGUL), a theoretical framework based on a close examination of research in several disciplines and within which utterance processing plays a vital role in explaining development. In fact, in that part of MOGUL which is devoted to explaining acquisition, the claim is that development is a side-effect of making sense of language to which we are exposed. No special learning mechanisms are involved.

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Jiang, Chiheng. "Critical Period Hypothesis in Language Acquisition." Lecture Notes in Education Psychology and Public Media 1, no. 1 (December 26, 2021): 1–5. http://dx.doi.org/10.54254/lnep.iceipi.2021152.

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Critical period hypothesis, a popular topic of great significance in language acquisition, was initially deprived from first language acquisition, and further applied to second language acquisition though disputes remain. Former researchers have done myriads of empirical study and concluded diverse theories. This paper purports to briefly review former researches of critical period hypothesis in both first language acquisition and second language acquisition, and then try to probe its interrelation with age effect and implicit learning.

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Delbio, A., and M. Ilankumaran. "Theories, Techniques, Methods and Approaches of Second Language Acquisition: a Psychological Perspective." International Journal of Engineering & Technology 7, no. 3.6 (July 4, 2018): 192. http://dx.doi.org/10.14419/ijet.v7i3.6.14968.

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Psychological aspects play an important role in language learning. Motivation is one of the terms used to achieve the language. The theories of second language focus mainly on motivation, nature of motivation, implications of second language acquisition and linguistic process. The theories are practices and used as a teaching method. The instructor can have a clear vision on theories to implement them in the classroom. The learning environment and reinforcement are the important factors in learning psychology. Due to psychological problems and lack of training and guidance, the learners lose hope of learning. Cognitive psychology deals with mental process which involves in language learning. This paper aims at analysing the psychological factors affecting language acquisition and analyses the psychological theories, techniques, methods and approaches to develop the language acquisition.

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Schwegler, Armin. "Herman Wekker (ed.), Creole languages and language acquisition. (Trends in linguistics: Studies and monographs, 86.) Berlin: Mouton de Gruyter, 1996. Pp. vi, 205. Hb DM118.00." Language in Society 28, no. 3 (July 1999): 473–77. http://dx.doi.org/10.1017/s0047404599313063.

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This slender, neatly typeset volume contains a selection of the papers presented at an international three-day workshop on creole languages and language acquisition, held at the University of Leiden in 1990. Entitled “The logical problem of language acquisition,” the workshop set out to investigate the acquisition of parts of the grammar by children and adults. The purpose of the Leiden gathering was to bring together linguists from essentially two fields (language acquisition theory and pidgin/creole studies) in order to “solve the ‘logical problem of language acquisition’ from as many perspectives as possible” (p. 6).1 The central issue examined during the workshop was whether the specific circumstances of the genesis of a creole language have implications for theories of language acquisition in general. Conversely, the organizers and participants hoped that their discussions would shed new light on the early history of existing creole languages.

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MEISEL, JÜRGEN M. "Bilingual language acquisition and theories of diachronic change: Bilingualism as cause and effect of grammatical change." Bilingualism: Language and Cognition 14, no. 2 (November 2, 2010): 121–45. http://dx.doi.org/10.1017/s1366728910000143.

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Children acquiring their first languages are frequently regarded as the principal agents of diachronic change. The causes and the precise nature of the processes of change are, however, far from clear. The following discussion focuses on possible changes of core properties of grammars which, in terms of the theory of Universal Grammar, can be characterized as reflecting different settings of parameters. In such cases, learners develop grammatical competences differing from those of speakers of the previous generation who provided the primary data serving as input for the developmental processes. It has been argued that reanalyses of this type must be conceived of as instances of transmission failure. Yet acquisition research has demonstrated that the human Language Making Capacity is extraordinarily robust, thus leading to the question of what might cause unsuccessful acquisition. Changing frequencies in use or exposure to data containing ambiguous or even contradictory evidence are unlikely to suffice as causes for this to happen. Language acquisition in multilingual settings may be a more plausible source of grammatical reanalysis than monolingual first language development. The study of contemporary bilingualism can therefore contribute to an explanation of diachronic change. Yet one such insight is that simultaneous acquisition of two languages (2L1) typically leads to a kind of grammatical knowledge in each language which is qualitatively not different from that of the respective monolinguals, obliging us to look for other sources of transmission failure. 2L1 acquisition in settings where one language is “weaker” than the other has been claimed to qualify as such. But I will argue that even such problematic cases do not provide convincing evidence of reanalysis. If, on the other hand, children receive sustained input from second language learners, or if their onset of acquisition is delayed, this can indeed lead to incomplete acquisition. I conclude that successive acquisition of bilingualism plays a crucial role as a source of grammatical change. In order for such changes to happen, however, grammar-internal and language-external factors may have to concur.

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Khalifa, Mohamed Fathy. "Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning." International Journal of Linguistics 10, no. 1 (January 14, 2018): 12. http://dx.doi.org/10.5296/ijl.v10i1.12479.

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Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learning and shows the criticism of each theory. First, in Contrastive Analysis, the weak and strong hypotheses and types of language transfer are explained. Second, in Error Analysis, attitudes towards errors and aims, process and models of Error Analysis are described. Third, in Markedness Theory, the role of typological markedness in the explanation of L2 learning, the Markedness Differential Hypothesis (MDH) and the Structural Conformity Hypothesis (SCH) are explained. Fourth, in Universal Grammar, it is shown that L2 acquisition occurs on the basis of first language (L1) acquisition: L2 acquisition is a matter of setting the correct L2 parameters. The Language Acquisition Device (LAD) and L2 access to UG are explained. Finally, in Monitor Theory, it is suggested that comprehensible input is crucial for L2 acquisition and the five hypotheses of the theory are explained: (a) The Input Hypothesis, (b) The Learning-Acquisition Hypothesis, (c) The Monitor Hypothesis, (d) The Natural Order Hypothesis and (e) The Affective Filter Hypothesis.

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Upadhayaya, Krishna Kumari. "Book Review: How Languages Are Learned." Journal of Education and Research 12, no. 2 (September 30, 2022): 112–16. http://dx.doi.org/10.51474/jer.v12i2.628.

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The book “How Languages Are Learned” introduces major theories of first and second language acquisition and their application in real classroom situations. It discusses early, foundational research studies on language acquisition and some latest research in the area. First published in 1993, it went through four editions by 2013. This shows the popularity of the book.

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Carroll, Susanne, and Jürgen M. Meisel. "Universals and Second Language Acquisition." Studies in Second Language Acquisition 12, no. 2 (June 1990): 201–8. http://dx.doi.org/10.1017/s0272263100009086.

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On the basis of a critical analysis of the articles in this issue, we argue for a shift in emphasis in the investigation of universals in second language acquisition (SLA). To construct a psycholinguistically plausible theory of acquisition, research must proceed simultaneously on a number of different fronts: the elaboration of (a) a theory of computation consistent with human biology, (b) a theory of structural universals and variation, (c) a theory of meaning, and (d) a theory of pragmatics which must tie in with both a theory of cognitive development and a theory of sociocultural knowledge. None of the theories popular at present address all of these issues. We suggest that there is much room for consensus, but that achieving it will require keeping an eye firmly focused on the long-term objectives.

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Safitri, Loli. "CHILDREN LANGUAGE ACQUISITION PROCESS." LET: Linguistics, Literature and English Teaching Journal 10, no. 2 (December 31, 2020): 157. http://dx.doi.org/10.18592/let.v10i2.4042.

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This research discusses a case study of children in acquiring their first language at age 18 months old in Bukittinggi. The process deals with some stages namely cooing, babbling, holophrastic, the two-word stage, telegraphic stage, and multiword stage. The purpose of this study is focused on how the children learn the language in the real life. To find out the answer of the problem in this research, the researcher uses the related theories, they are Lyons (1981), Varshney (2003), Chomsky (2009), Bolinger (2002), Gleason (1998), Steinberg (2003), Fromkin (1983), Bolinger (2002) and Steinberg (2003). This research is conducted with descriptive qualitative research where the subject and object is taken from the children at age 18 months old in Bukittinggi. The researcher takes the observed baby named Azka as the subject and gets the data by observation and video recording. After the data had been collected, the researcher finds out that Azka was 18 months old baby who was in holophrastic functions: the one-word utterances stage of language development. Finally, parents’ role is important to develop the children language. The parents should build interaction with their child to know their child’s language development. Besides that, the researcher suggests the parents to say the right pronunciation to the children.

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Liceras, Juana M., and John Grinstead. "Introduction. Language acquisition and cognitive science at the crossroads." Probus 28, no. 1 (January 1, 2016): 1–7. http://dx.doi.org/10.1515/probus-2016-0001.

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AbstractThe articles compiled in this volume provide an account of current research in “core” areas in the field of language acquisition (primary, secondary and bilingual) and suggest new avenues of research and ways of approaching the relationship between the theories and methodologies. Within the framework of cognitive sciences, specifically linguistics and psycholinguistics, the articles investigate language acquisition from four different dimensions: processing and lexical access, the prosody–pragmatics interface, the discourse–syntax interface and language impairment (so-called specific language impairment). Using data from four Romance languages – Catalan, French, Portuguese and Spanish – these articles address state-of-the-art issues pertaining to the relationship between language acquisition and other cognitive modules.

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BEHRENS, Heike. "Constructivist Approaches to First Language Acquisition." Journal of Child Language 48, no. 5 (August 12, 2021): 959–83. http://dx.doi.org/10.1017/s0305000921000556.

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AbstractConstructivist approaches to language acquisition predict that form-function mappings are derived from distributional patterns in the input, and their contextual embedding. This requires a detailed analysis of the input, and the integration of information from different contingencies. Regarding the acquisition of morphology, it is shown which types of information leads to the induction of (lexical) categories, and to paradigm building. Regarding the acquisition of word order, it is shown how languages with fixed or variable word order profit from stable syntactic hyperschemas, but require a more detailed analyses of the form-function contingencies to identify the underlying, more specific semantic, syntactic and morphological patterns. At a theoretical level, it is shown how findings from acquisition and processing converge into new linguistic theories that aim to account for regular as well as irregular phenomena in language.

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Roy, Subhadip. "Analyzing Language Acquisition by a Child’s Brain." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2086–96. http://dx.doi.org/10.15864/ijelts.3212.

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This paper tries to reflect on theories and experimental findings examining language learning, comprehension, and genesis by children. It peeks into child psychology probing innate linguistic intelligence: how infants find the words within the acoustic stream that serves as input to language learning. This paper also investigates how children acquire the ability to interpret the relationships between chunks of speech and their meanings and sometimes, in a rare case, even create a new language when none of the existing ones are compatible. This paper digs deep into the budding stages of a child’s brain when it just begins responding to stimuli from nervous triggers. Finally, it analyses how children map grammatical structure onto their perceived input, providing useful insights into how children extract, manipulate, and build up the complex structures existing within natural languages.

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Hulstijn, Jan H. "Raadsels van tweedetaalverwerving." Dutch Journal of Applied Linguistics 1, no. 1 (August 31, 2012): 150–59. http://dx.doi.org/10.1075/dujal.1.1.11hul.

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This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

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Li, Aike, and Brechtje Post. "L2 ACQUISITION OF PROSODIC PROPERTIES OF SPEECH RHYTHM." Studies in Second Language Acquisition 36, no. 2 (May 20, 2014): 223–55. http://dx.doi.org/10.1017/s0272263113000752.

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This study examines the development of speech rhythm in second language (L2) learners of typologically different first languages (L1s) at different levels of proficiency. An empirical investigation of durational variation in L2 English productions by L1 Mandarin learners and L1 German learners compared to native control values in English and the learners’ L1s showed that the L1 groups followed comparable developmental paths in their acquisition of vocalic variability and accentual lengthening. However, the two L1 groups diverged in the proportion of vocalic materials in their L2 utterances, exhibiting L2 acquisition patterns that are consistent with direct transfer from the L1. The results support a multisystemic model of L2 rhythm acquisition in which the various linguistic-systemic properties that contribute to speech rhythm are acquired at different proficiency levels and depend on different acquisition processes with respect to L1 influence and universal effects. We conclude that theories of L2 phonology need to be able to accommodate the multisystemic nature of L2 prosodic acquisition. Additionally, L2 phonological acquisition theories, and SLA theories more generally, should take into account the nonuniform manner in which the various prosodic properties of the interlanguage reflect L1 transfer effects as well as universal constraints on acquisition.

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Alimohammadirokni, Mohammad. "Contributions of Grand Linguistic Theories to Second Language Acquisition Research and Pedagogy." International Journal of English Linguistics 5, no. 6 (November 30, 2015): 95. http://dx.doi.org/10.5539/ijel.v5n6p95.

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Research on second language acquisition (SLA) and use has always been enriched by linguistic schools and theories. The purpose of the present paper is give readers a snapshot of contributions grand linguistic theories have made to L2 acquisition research and pedagogy. The grand linguistic theories chosen for review in the present study include Structural Linguistics, Nativism, Functional Linguistics, and Cognitive Linguistics. These four linguistics theories have been, and some of them are, paid much more focus in the field of linguistics than other theories. In fact, the areas of SLA research and pedagogy have been highly influenced by these four grand linguistic theories. However, their impacts on these two areas have not been equal and, as a matter of fact, some of linguistic theories have more influenced SLA research while other theories have had implications more for SLA pedagogy. The contributions of the aforementioned grand linguistic theories to SLA research and pedagogy are discussed, along with criticisms against the contributions of each linguistic theory posed by the rival researchers.

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Genesee, Fred. "Bilingual first language acquisition: exploring the limits of the language faculty." Annual Review of Applied Linguistics 21 (January 2001): 153–68. http://dx.doi.org/10.1017/s0267190501000095.

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Most general theories of language acquisition are based on studies of children who acquire one language. A general theory of language acquisition must ultimately accommodate the facts about children who acquire two languages simultaneously during infancy. This chapter reviews current research in three domains of bilingual acquisition: pragmatic features of bilingual code-mixing, grammatical constraints on child bilingual code-mixing, and bilingual syntactic development. It examines the implications of findings from these domains for our understanding of the limits of the mental faculty to acquire language. Findings indicate that infants possess the requisite neuro-cognitive capacity to differentially represent and use two languages simultaneously from the one-word stage onward, and probably earlier. Detailed analyses of the syntactic organization of bilingual child language indicates, moreover, that it conforms to the target systems and, thus, resembles that of children acquiring the same languages monolingually, for the most part. At the same time, bilingual children acquire the distinctive capacity to coordinate their two languages in grammatically constrained ways and in conformity with the target grammars during online production. In short, current evidence attests to the bilingual capacity of the human mind and refutes earlier conceptualizations which viewed bilingualism and bilingual acquisition as burdensome and potentially disruptive to development.

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Carroll, Susanne E. "Re-assembling formal features in second language acquisition: beyond minimalism." Second Language Research 25, no. 2 (April 2009): 245–53. http://dx.doi.org/10.1177/0267658308100286.

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In this commentary, Lardiere's discussion of features is compared with the use of features in constraint-based theories, and it is argued that constraint-based theories might offer a more elegant account of second language acquisition (SLA). Further evidence is reported to question the accuracy of Chierchia's (1998) Nominal Mapping Parameter.

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Jacobs, Bob. "Dis-integrating Perspectives of Language Acquisition." Studies in Second Language Acquisition 17, no. 1 (March 1995): 65–71. http://dx.doi.org/10.1017/s0272263100013760.

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I wish to warn young men against the invincible attraction of theories which simplify and unify seductively. Ruled by the [reticularist] theory, we who were active in histology then saw networks everywhere [italics added].… This [reticularist theory] was admirably convenient, since it did away with all need for the analytical effort involved in determining in each case the course through the gray matter followed by the nervous impulse. It has rightly been said that the reticular hypothesis, by dint of pretending to explain everything easily and simply, explains absolutely nothing; and, what is more serious, it hinders and almost makes superfluous future inquiries regarding the intimate organization of the centers [italics added]. (Ramóny Cajal, 1989, pp. 303–337)

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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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Bialystok, Ellen. "The Competence of Processing: Classifying Theories of Second Language Acquisition." TESOL Quarterly 24, no. 4 (1990): 635. http://dx.doi.org/10.2307/3587112.

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Hancin-Bhatt, Barbara, and Alan Juffs. "Learnability and the Lexicon: Theories and Second Language Acquisition Research." Language 74, no. 2 (June 1998): 423. http://dx.doi.org/10.2307/417915.

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Gregg, Kevin R. "The state of emergentism in second language acquisition." Second Language Research 19, no. 2 (April 2003): 95–128. http://dx.doi.org/10.1191/0267658303sr213oa.

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‘Emergentism’ is the name that has recently been given to a general approach to cognition that stresses the interaction between organism and environment and that denies the existence of pre-determined, domain-specific faculties or capacities. Emergentism thus offers itself as an alternative to modular, ‘special nativist’ theories of the mind, such as theories of Universal Grammar (UG). In language acquisition, emergentists claim that simple learning mechanisms, of the kind attested elsewhere in cognition, are sufficient to bring about the emergence of complex language representations. In this article, I consider, and reject, several a priori arguments often raised against ‘special nativism’. I then look at some of the arguments and evidence for an emergentist account of second language acquisition (SLA), and show that emergentists have so far failed to take into account, let alone defeat, standard Poverty of the Stimulus arguments for ‘special nativism’, and have equally failed to show how language competence could ‘emerge’.

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