Design, Implementation and Evaluation of a Technical Platform that Supports Spanish Speaking Children with Intellectual Disabilities Learn English as a Second Language

2021 ◽  
pp. 257-269
Author(s):  
Luis Rojas ◽  
Katrina Sorbello ◽  
Patricia Contreras ◽  
Juan Felipe Calderon
Keyword(s):  
Second Language ◽  
Intellectual Disabilities ◽  
Spanish Speaking ◽  
Technical Platform

Speeded discrimination of American English vowel contrasts by Spanish‐speaking late second‐language (L2) learners.

2009 ◽  
Vol 125 (4) ◽  
pp. 2764-2764 ◽  
Author(s):  
Jason Rosas ◽  
Arsenia Barias ◽  
Yana D. Gilichinskaya ◽  
Winifred Strange
Keyword(s):  
Second Language ◽  
American English ◽  
Spanish Speaking ◽  
L2 Learners

scholarly journals Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations

2016 ◽  
Vol 21 (3) ◽  
pp. 321-340 ◽  
Author(s):  
Marijana Macis ◽  
Norbert Schmitt
Keyword(s):  
Second Language ◽  
University Students ◽  
Positive Relationship ◽  
Mixed Effects ◽  
Semantic Transparency ◽  
Spanish Speaking ◽  
English Speaking ◽  
Chilean Spanish

This study investigated learner knowledge of the figurative meanings of 30 collocations that can be both literal and figurative. One hundred and seven Chilean Spanish-speaking university students of English were asked to complete a meaning-recall collocation test in which the target items were embedded in non-defining sentences. Results showed limited collocation knowledge, with a mean score of 33% correct. The study also examined the effects of frequency, semantic transparency, year at university, and everyday engagement with the second language (L2) outside the classroom on this collocation knowledge. Mixed-effects modelling indicated that there was no relationship between frequency and semantic transparency and the knowledge of the figurative meanings. However, a positive relationship was found between this knowledge and year at university, time spent in an English-speaking country, and time spent reading.

Explicit and Implicit Negative Feedback

1993 ◽  
Vol 15 (3) ◽  
pp. 357-386 ◽  
Author(s):  
Susanne Carroll ◽  
Merrill Swain
Keyword(s):  
Second Language ◽  
Structural Change ◽  
Negative Feedback ◽  
Comparison Group ◽  
Negative Evidence ◽  
Spanish Speaking ◽  
Dative Alternation ◽  
Group A ◽  
Group B ◽  
Group D

The relative effects of various types of negative feedback on the acquisition of the English dative alternation by 100 adult Spanish-speaking learners of English as a second language were investigated. Our objective was to determine empirically whether feedback can help learners learn the appropriate abstract constraints on an overgeneral rule. All subjects were trained on the alternation, which was presented in terms of a simple structural change. Subjects were divided into groups according to the type of feedback they received when they made an error. Specifically, upon making an error, Group A subjects were given explicit metalinguistic information about the generalization we hoped they would learn. Group B subjects were told that their response was wrong. Group C subjects were corrected when they erred, giving them a model of the response desired along with implicit negative evidence that their response was incorrect. Group D subjects, having made an error, were asked if they were sure about their response. The comparison group received no feedback.

Connectionist modelling of Aspect acquisition in Italian L2

2009 ◽  
Vol 9 ◽  
pp. 4-32 ◽  
Author(s):  
Fabiana Rosi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Data Driven ◽  
Self Organizing Maps ◽  
Spanish Speaking ◽  
Complex Process ◽  
German Speaking ◽  
Cognitive Principles ◽  
Unsupervised Neural Networks

Within the long tradition of second language acquisition (SLA) research on the development of the category of Aspect (Dietrich et al. 1995; Giacalone Ramat 2002), the present study compares the acquisitional pattern observed in learners of Italian L2 and those obtained by connectionist simulations, namely unsupervised neural networks, Self Organizing Maps, SOMs (Kohonen 2001). The research tests empirically whether SOMs can display the emergence of Aspect in the interlanguage produced by German-speaking and Spanish-speaking L2 learners and the interaction between Aspect, Actionality and Grounding in this development. The convergence between connectionist modelling and learners’ patterns provides evidence for the interaction that exists between data-driven mechanisms and cognitive principles in the complex process of second language acquisition.

On the origins of Chota Valley Spanish

2014 ◽  
Vol 29 (1) ◽  
pp. 86-133 ◽  
Author(s):  
Sandro Sessarego
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Working Conditions ◽  
True Nature ◽  
Spanish Speaking ◽  
Minimal Contact ◽  
Acquisition Processes

Chota Valley Spanish (CVS) is an Afro-Hispanic dialect spoken in the provinces of Imbabura and Carchi, Ecuador. The structure of CVS is relatively similar to Spanish, even though the conditions that characterized colonial Chota Valley seem — at a first glance — to have been ideal for a creole language to develop: a low white/black ratio, harsh working conditions on sugarcane plantations, massive introduction of African-born workers, and minimal contact with the outside Spanish speaking world (Schwegler 1999: 240; McWhorter 2000: 10–11). Two main hypotheses have been proposed to account for this fact: (a) the Monogenesis Hypothesis (Schwegler 1999); (b) the Afrogenesis Hypothesis (McWhorter 2000). In the present paper, the linguistic and sociohistorical evidence available for CVS is analyzed. Findings indicate that the long assumed creolizing conditions for CVS were not in place in colonial Chota Valley and therefore hypotheses (a) and (b) do not accurately explain the true nature and evolution of this language. The present study suggests that CVS can be better analyzed as the result of intermediate and advanced second language acquisition processes, which do not imply a previous creole stage.

Factors in the Acquisition of the Present Subjunctive in Spanish

1998 ◽  
Vol 121-122 ◽  
pp. 19-25 ◽  
Author(s):  
Jeffery Stokes ◽  
Stephen Krashen ◽  
John Kartchner
Keyword(s):  
Second Language ◽  
Length Of Residence ◽  
Specific Study ◽  
Spanish Speaking ◽  
Formal Study ◽  
University Level ◽  
Reading In Spanish

Abstract University level students of Spanish were tested on their (acquired) competence in the subjunctive. Free reading in Spanish was a significant predictor of subjunctive competence, but length of residence in a Spanish-speaking country, formal study, and specific study of the subjunctive were not significant predictors. These results are consistent with previous research on free reading in English as a first and second language.

Morpheme Data Analysis in Second Language Acquisition Research

1988 ◽  
Vol 79-80 ◽  
pp. 77-112 ◽  
Author(s):  
Teresa Pica
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Spanish Speaking ◽  
Production Accuracy

Abstract This article will review options which confront second language acquisition researchers in their analysis of a learner’s morpheme production. It will first critically examine several different procedures which can be used to compute production accuracy, particularly when assigning values to morpheme oversuppliance, substitution, and regularization, and then review various ways in which morpheme suppliance scores can be computed within individual linguistic contexts or on overall basis, across a speaker’s corpus. Conversations with 18 native Spanish speaking adult acquirers of English L2 will be used to highlight the often contradictory results obtained when one procedure is chosen over another to quantify the same corpus of morphemes, and to set forth problems which arise when comparisons are made of learners whose morpheme production accuracy has not been computed under the same procedures. Finally, the argument will be made that issues arising from procedural choices in morpheme data analysis are also relevant to research on other dimensions of second language acquisition.

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