This paper discusses the application of Government Binding Theory to second language acquisition in the context of a project which is looking into the acquisition of preposition stranding in English and Dutch. The bulk of the discussion focuses on the theoretical problems involved. Firstly, the potential value of Government Binding Theory in principle is considered both in terms of the formulation of linguistic questions per se and also in terms of more specifically acquisitional questions having to do with the speed and order of acquisition. Secondly, some results in the pilot studies conducted so far in Utrecht are examined with respect to the theoretical usefulness of the framework adopted. The potential of the framework to generate sophisticated linguistic research questions is found to be undeniable. The acquisitional aspects need to be elaborated and adapted to cope with the special features of second, as opposed to first, language acquisition. This involves an elaboration of scenarios to be investigated: one in which the learner's initial assumption is that the unmarked setting of a given parameter of Universal Grammar holds for the target system, one in which the settings of parameters shared by the target and native systems are assumed to be identical, the second being a 'cross linguistic' scenario. These possibilities are considered in the light of the nature of evidence derived from the input and in the light of a set of possible learning strategies derived from the scenarios. The scenarios, the types of evidence and the strategies are spelled out in terms of the specific problem of preposition stranding in Universal Grammar, in Dutch and in English.
There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).
<p>Alternative learning strategies, in the concept of second language acquisition (SLA), concern more on the identification of second language students’ characteristic. One of the alternative learning strategies that will be discussed in this paper is about the role of native language (L1) with a demonstration of Papuan Malay language possessive pronouns and noun phrases in the context of teaching English as a foreign language (FL) in Jayapura, Papua. The discussion about the structure of Papuan Malay language possessive pronouns and noun phrases might give insight for second language (L2) teachers in Papua on making use their students’ L1 as a potential strategy to help them to increase their second language acquisition.</p>
The past few decades have seen a great amount of second language acquisition research on language learning strategies. Most of the research on strategy instruction had more practical goals than mere theoretical understanding. These practical goals are different ways of equipping learners with self-learning strategies. The latest developments in education and research, especially with the incorporation of neurosciences, psychology, and information technology have provided promising solutions to most of the problems faced by the low proficiency learners in second language acquisition. They also have given birth to numerous learning tools and methods of instruction. As a result, teachers can now rely on various sources of information and communication technology and use individualized instructional strategies to provide adequate support to these struggling learners especially for enhancing their writing skills. However, they need to be careful in providing support because an excessive amount of support may hinder the learners’ ability to work independently and develop critical thinking skills.
This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.
This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.
Effects of Strategy-Based Instruction on Low Proficiency Omani ESL Learners’ Acquisition of Writing Skills