scholarly journals The puzzle of language learning: From child's play to ‘linguaphobia’

2008 ◽  
Vol 41 (2) ◽  
pp. 253-271 ◽  
Author(s):  
Alison Wray
Keyword(s):  
Language Learning ◽  
Language Processing ◽  
Empirical Studies ◽  
Formulaic Language ◽  
Learning Potential ◽  
Effective Learning ◽  
Language Knowledge ◽  
Child's Play ◽  
The 1960S ◽  
New Education

A new education policy for England, announced in Spring 2007, aims to introduce the learning of a foreign language to all children from the age of 8 by the year 2010. But there was a similar initiative in the 1960s and it didn't work then, so why should it now? This presentation explores the reasons underlying the belief that children can ‘naturally’ learn another language if they begin young enough, and considers reasons why classroom learning may not always tap into whatever natural language learning skills children have. Drawing on a range of previously published research and my own recent empirical studies, I suggest that, unless we are careful, our primary-age children will be flung into an adult-style learning approach, which they are too immature to handle. How, then, can young children's learning potential be exploited most effectively? The role of multiword sequences as a form of lexis is considered, making reference to my model of formulaic language processing e.g. Wray 2002. Consideration is given to how memorising useful wordstrings may assist children in developing a view of language knowledge that promotes effective learning.

Formulaic Language and Second Language Acquisition: Zipf and the Phrasal Teddy Bear

2012 ◽  
Vol 32 ◽  
pp. 17-44 ◽  
Author(s):  
Nick C. Ellis
Keyword(s):  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Processing ◽  
Short Term Memory ◽  
Longitudinal Research ◽  
Formulaic Language ◽  
Teddy Bear ◽  
Form And Function

This article revisits earlier proposals that language learning is, in essence, the learning of formulaic sequences and their interpretations; that this occurs at all levels of granularity from large to small; and that the language system emerges from the statistical abstraction of patterns latent within and across form and function in language usage. It considers recent research in individual differences, the psycholinguistics of language processing, and longitudinal studies of first (L1) and second (L2) language acquisition. The first section reviews studies of individual differences in phonological short-term memory (PSTM) and working memory (WM) and their correlations with vocabulary and grammar acquisition in L2. The second section summarizes evidence that language processing is sensitive to the statistical properties of formulaic language in terms of frequency and transitional probability. The third section examines the definition of formulas and formulaicity using different statistical metrics. The fourth section evaluates longitudinal research in L1 and L2 into the putative developmental sequence commonly proposed in usage-based approaches, from formula to low-scope pattern to creative construction. The final section weighs the implications of the statistical distributions of formulaicity in usage for developmental sequences of language acquisition. Zipf's law and the “phrasal teddy bear” explain the paradox whereby formulas seed language acquisition and yet learner language is formula-light in comparison to native norms.

scholarly journals The neurobiology of syntax: beyond string sets

2012 ◽  
Vol 367 (1598) ◽  
pp. 1971-1983 ◽  
Author(s):  
Karl Magnus Petersson ◽  
Peter Hagoort
Keyword(s):  
Language Learning ◽  
Language Processing ◽  
Network Architecture ◽  
Computational Models ◽  
Empirical Studies ◽  
Dynamic Network ◽  
Theoretical Models ◽  
Chomsky Hierarchy ◽  
Neural Organization ◽  
Scientific Challenge

The human capacity to acquire language is an outstanding scientific challenge to understand. Somehow our language capacities arise from the way the human brain processes, develops and learns in interaction with its environment. To set the stage, we begin with a summary of what is known about the neural organization of language and what our artificial grammar learning (AGL) studies have revealed. We then review the Chomsky hierarchy in the context of the theory of computation and formal learning theory. Finally, we outline a neurobiological model of language acquisition and processing based on an adaptive, recurrent, spiking network architecture. This architecture implements an asynchronous, event-driven, parallel system for recursive processing. We conclude that the brain represents grammars (or more precisely, the parser/generator) in its connectivity, and its ability for syntax is based on neurobiological infrastructure for structured sequence processing. The acquisition of this ability is accounted for in an adaptive dynamical systems framework. Artificial language learning (ALL) paradigms might be used to study the acquisition process within such a framework, as well as the processing properties of the underlying neurobiological infrastructure. However, it is necessary to combine and constrain the interpretation of ALL results by theoretical models and empirical studies on natural language processing. Given that the faculty of language is captured by classical computational models to a significant extent, and that these can be embedded in dynamic network architectures, there is hope that significant progress can be made in understanding the neurobiology of the language faculty.

scholarly journals Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

2021 ◽  
Vol 11 (9) ◽  
pp. 563
Author(s):  
Duy Van Vu ◽  
Elke Peters
Keyword(s):  
Language Learning ◽  
English Language ◽  
Empirical Studies ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
Formulaic Language ◽  
High Stakes ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Shed Light

This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners’ vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.

Words Go Together Like ‘Bread and Butter’: The Rapid, Automatic Acquisition of Lexical Patterns

2020 ◽  
Author(s):  
Kathy Conklin ◽  
Gareth Carrol
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
Language Processing ◽  
Processing System ◽  
Native English Speakers ◽  
English Speakers ◽  
Formulaic Language ◽  
Spoken Discourse ◽  
Linguistic Patterns ◽  
Reversed Order

Abstract While it is possible to express the same meaning in different ways (‘bread and butter’ versus ‘butter and bread’), we tend to say things in the same way. As much as half of spoken discourse is made up of formulaic language or linguistic patterns. Despite its prevalence, little is known about how the processing system treats novel patterns and how rapidly a sensitivity to them arises in natural contexts. To address this, we monitored native English speakers’ eye movements when reading short stories containing existing (conventional) patterns (‘time and money’), seen once, and novel patterns (‘wires and pipes’), seen one to five times. Subsequently, readers saw both existing and novel phrases in the reversed order (‘money and time’; ‘pipes and wires’). In four to five exposures, much like existing lexical patterns, novel ones demonstrate a processing advantage. Sensitivity to lexical patterns—including the co-occurrence of lexical items and the order in which they occur—arises rapidly and automatically during natural reading. This has implications for language learning and is in line with usage-based models of language processing.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals Building natural language processing tools for Runyakitara

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Fridah Katushemererwe ◽  
Andrew Caines ◽  
Paula Buttery
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Learning ◽  
Language Processing ◽  
Primary Data ◽  
Computer Assisted ◽  
Endangered Languages ◽  
Test Case ◽  
Short Supply ◽  
Linguistic Resources

AbstractThis paper describes an endeavour to build natural language processing (NLP) tools for Runyakitara, a group of four closely related Bantu languages spoken in western Uganda. In contrast with major world languages such as English, for which corpora are comparatively abundant and NLP tools are well developed, computational linguistic resources for Runyakitara are in short supply. First therefore, we need to collect corpora for these languages, before we can proceed to the design of a spell-checker, grammar-checker and applications for computer-assisted language learning (CALL). We explain how we are collecting primary data for a new Runya Corpus of speech and writing, we outline the design of a morphological analyser, and discuss how we can use these new resources to build NLP tools. We are initially working with Runyankore–Rukiga, a closely-related pair of Runyakitara languages, and we frame our project in the context of NLP for low-resource languages, as well as CALL for the preservation of endangered languages. We put our project forward as a test case for the revitalization of endangered languages through education and technology.

scholarly journals THE CONTRIBUTIONS OF IMPLICIT-STATISTICAL LEARNING APTITUDE TO IMPLICIT SECOND-LANGUAGE KNOWLEDGE

2021 ◽  
pp. 1-29
Author(s):  
Aline Godfroid ◽  
Kathy MinHye Kim
Keyword(s):  
Second Language ◽  
Reaction Time ◽  
Language Learning ◽  
Statistical Learning ◽  
Structural Equation ◽  
Reaction Time Task ◽  
Implicit Knowledge ◽  
Equation Modeling ◽  
Language Tests ◽  
Language Knowledge

Abstract This study addresses the role of domain-general mechanisms in second-language learning and knowledge using an individual differences approach. We examine the predictive validity of implicit-statistical learning aptitude for implicit second-language knowledge. Participants (n = 131) completed a battery of four aptitude measures and nine grammar tests. Structural equation modeling revealed that only the alternating serial reaction time task (a measure of implicit-statistical learning aptitude) significantly predicted learners’ performance on timed, accuracy-based language tests, but not their performance on reaction-time measures. These results inform ongoing debates about the nature of implicit knowledge in SLA: they lend support to the validity of timed, accuracy-based language tests as measures of implicit knowledge. Auditory and visual statistical learning were correlated with medium strength, while the remaining implicit-statistical learning aptitude measures were not correlated, highlighting the multicomponential nature of implicit-statistical learning aptitude and the corresponding need for a multitest approach to assess its different facets.

scholarly journals 3D Avatar Approach for Continuous Sign Movement Using Speech/Text

2021 ◽  
Vol 11 (8) ◽  
pp. 3439
Author(s):  
Debashis Das Chakladar ◽  
Pradeep Kumar ◽  
Shubham Mandal ◽  
Partha Pratim Roy ◽  
Masakazu Iwamura ◽  
...  
Keyword(s):  
Language Learning ◽  
Sign Language ◽  
Language Processing ◽  
Hearing Impaired ◽  
Learning System ◽  
English Sentence ◽  
Impaired People ◽  
Indian Sign Language ◽  
Impaired Person ◽  
3D Avatar

Sign language is a visual language for communication used by hearing-impaired people with the help of hand and finger movements. Indian Sign Language (ISL) is a well-developed and standard way of communication for hearing-impaired people living in India. However, other people who use spoken language always face difficulty while communicating with a hearing-impaired person due to lack of sign language knowledge. In this study, we have developed a 3D avatar-based sign language learning system that converts the input speech/text into corresponding sign movements for ISL. The system consists of three modules. Initially, the input speech is converted into an English sentence. Then, that English sentence is converted into the corresponding ISL sentence using the Natural Language Processing (NLP) technique. Finally, the motion of the 3D avatar is defined based on the ISL sentence. The translation module achieves a 10.50 SER (Sign Error Rate) score.

scholarly journals English Language Teacher Education: Notes on The Past And Future

Linguaculture ◽  
2013 ◽  
Vol 2013 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Guy Cook
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
English Language ◽  
Communication Technologies ◽  
Linguistic Landscape ◽  
Language Teacher Education ◽  
Political Views ◽  
The 1960S ◽  
The Relationship ◽  
Contemporary Context

Abstract The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.

scholarly journals Effects of Alternative Assessment in EFL Classroom: A Systematic Review

2020 ◽  
Vol 3 (2) ◽  
pp. 7-18
Author(s):  
Wali Khan Monib ◽  
Abdul Qudos Karimi ◽  
Nazifullah Nijat
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Alternative Assessment ◽  
Focal Point ◽  
Empirical Studies ◽  
Inclusion Criteria ◽  
Online Search ◽  
Learning Skills ◽  
Positive Effects ◽  
Efl Context

Alternative assessment has been the focus of many educational researches in EFL classroom. This study was carried out to highlight the definition, characteristics and effects of alternative assessment in EFL context by reviewing current research on assessment. The research consisted of a systematic review of the empirical studies on alternative assessment in EFL classroom. Focusing solely on online search, many studies were found but only (n=24) met the inclusion criteria involving a total of (n=1588) participants. Also, it aimed to scrutinize the methods, participants and findings of the selected studies as well as the locations where they were conducted. The findings indicated that most of the studies (18 out of 24) reported positive effects of employing alternative assessment on language learning skills in EFL classroom. The results also show that the dominant method employed in the articles was quantitative where students were the main focal point involved in the research as their participants. The study is further concluded with a discussion on definition, characteristics and effects of alternative assessment in EFL context.

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