Media and Second Dialect Acquisition

2019 ◽  
Vol 39 ◽  
pp. 152-160
Author(s):  
Jennifer Nycz
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Use ◽  
Future Research ◽  
Broadcast Media ◽  
Laboratory Phonology ◽  
Different Types ◽  
Dialect Acquisition ◽  
Second Dialect Acquisition

AbstractThis article addresses the role that different types of media might play in second dialect acquisition. While many scholars agree that broadcast media such as television have little effect on individual speakers’ language use, research across fields (sociolinguistics, second language learning, laboratory phonology, and phonetics) suggests that high levels of engagement could facilitate dialect learning via mediated speech. I will briefly describe the mechanisms underlying acquisition of new dialect features, discuss how these mechanisms might operate when speakers are exposed to speech via specific types of media, and sketch some avenues for future research.

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

The provision and uptake of different types of recasts in child and adult ESL learners

2010 ◽  
Vol 33 (3) ◽  
pp. 26.1-26.22
Author(s):  
Rhonda Oliver ◽  
Ellen Grote
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Conversational Interaction ◽  
Adult Esl ◽  
Language Research ◽  
Different Types ◽  
Facilitative Role ◽  
Esl Learners ◽  
The Impact

The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.

scholarly journals The effects of interlingual and intralingual subtitles on second language learning/acquisition: a state-of-the-art review

2015 ◽  
Vol 54 (1) ◽  
pp. 161-182 ◽  
Author(s):  
Rafael Matielo ◽  
Raquel Carolina Souza Ferraz D'Ely ◽  
Luciane Baretta
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
State Of The Art ◽  
Relevant Literature ◽  
Future Research ◽  
Disciplinary Field ◽  
Experimental Use

The disciplinary field of Second Language Acquisition (SLA) has witnessed an increasing interest in the investigation of the effects of subtitled and captioned audiovisual materials on domains of language learning/acquisition. In this context, this paper seeks to provide a systematic review of recent studies related to language learning aspects aided by the instructional/experimental use of subtitled and captioned materials. The present paper draws on relevant literature in the field of SLA that interfaces with subtitling/captioning, while outlining their goals and main findings. This paper also aims to unveil which dimensions have merited scholar attention the most in the last two decades. Finally, some considerations are made regarding possible avenues for future research, taking into account the existing literature and underinvestigated issues.

scholarly journals COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH

2013 ◽  
Vol 35 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Roy Lyster ◽  
Leila Ranta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Corrective Feedback ◽  
Different Types ◽  
The Impact

Goo and Mackey (this issue) outline several apparent design flaws in studies that have compared the impact of different types of corrective feedback (CF). Furthermore, they argue that SLA researchers should stop comparing recasts to other types of CF because they are inherently different kinds of phenomena. Our response to their article addresses (a) the claim that the recast-learning relationship has been “settled,” (b) the misleading representation of our views on uptake, (c) the characterization of the CF comparison studies as being weak and invalid, and (d) Goo and Mackey’s recommendations concerning the most appropriate approach to investigating the effect of feedback on second language learning.

Tense and Temporality

2000 ◽  
Vol 43 (4) ◽  
pp. 834-847 ◽  
Author(s):  
Johanne Paradis ◽  
Martha Crago
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Use ◽  
Normal Development ◽  
Clinical Marker ◽  
French Speaking ◽  
Neurological Change ◽  
English Speaking

This study compares the morphosyntax of children with SLI to the morphosyntax of children acquiring a second language (L2) to determine whether the optional infinitive phenomenon (M. Rice, K. Wexler, & P. Cleave, 1995; K. Wexler, 1994) is evident in both learner groups and to what extent cross-learner similarities exist. We analyzed spontaneous production data from French-speaking children with SLI, English-speaking L2 learners of French, and French-speaking controls, all approximately 7 years old. We examined the children's use of tense morphology, temporal adverbials, agreement morphology, and distributional contingencies associated with finiteness. Our findings indicate that the use of morphosyntax by children with SLI and by L2 children has significant similarities, although certain specific differences exist. Both the children with SLI and the L2 children demonstrate optional infinitive effects in their language use. These results have theoretical and clinical relevance. First, they suggest that the characterization of the optional infinitive phenomenon in normal development as a consequence of very early neurological change may be too restrictive. Our data appear to indicate that the mechanism underlying the optional infinitive phenomenon extends to normal (second) language learning after the primary acquisition years. Second, they indicate that tense-marking difficulty may not be an adequate clinical marker of SLI when comparing children with impairment to both monolingual and bilingual peers. A more specific clinical marker would be more effective in diagnosing disordered populations in a multilingual context.

The provision and uptake of different types of recasts in child and adult ESL learners

2010 ◽  
Vol 33 (3) ◽  
pp. 26.1-26.22 ◽  
Author(s):  
Rhonda Oliver ◽  
Ellen Grote
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Conversational Interaction ◽  
Adult Esl ◽  
Language Research ◽  
Different Types ◽  
Facilitative Role ◽  
Esl Learners ◽  
The Impact

The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.

scholarly journals Social Robots for Language Learning: A Review

2018 ◽  
Vol 89 (2) ◽  
pp. 259-295 ◽  
Author(s):  
Rianne van den Berghe ◽  
Josje Verhagen ◽  
Ora Oudgenoeg-Paz ◽  
Sanne van der Ven ◽  
Paul Leseman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Age Groups ◽  
Language Education ◽  
Social Robots ◽  
Future Research ◽  
Robot Assisted ◽  
Second Language Education

In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students’ motivation and robots’ social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.

scholarly journals A Systematic Review of Second Language Learning with Mobile Technologies

2018 ◽  
Vol 13 (02) ◽  
pp. 188 ◽  
Author(s):  
Veronica Persson ◽  
Jalal Nouri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Educational Outcomes ◽  
Second Language Learning ◽  
Selection Criteria ◽  
Mobile Technologies ◽  
Future Research ◽  
Pedagogical Practice ◽  
Research Gaps

This study provides a systematic literature review of the research done in mobile assisted second language learning (MASLL) published since 2010. Starting from 1424 sources, 54 articles were selected using predefined selection criteria. The documents were analyzed and coded using the categories: educational form and level, study design, location, context, role of technology, pedagogical practice and learning impact. That information allowed an identification of major educational outcomes related to the integration of mobile devices into second language learning. In addition, the study contributes with a set of identified research gaps and recommendations for future research.

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