scholarly journals SOCIOLINGUISTIC APPROACHES TO SLA

1999 ◽  
Vol 19 ◽  
pp. 105-132 ◽  
Author(s):  
Richard Young
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Social Context ◽  
Language Acquisition ◽  
Large Scale ◽  
Language Use ◽  
Social Phenomenon ◽  
Political Issues ◽  
Language And Culture ◽  
Face To Face

The study of second language acquisition involves understanding what bilinguals know about their second language and how they acquire and use it. Because acquisition and use occur in a social context, it is important for second–language acquisition researchers to understand the ways in which social context and the acquisition and use of a second language are related. In recent years, our understanding of language as a social phenomenon has increased greatly. In a recent survey of sociolinguistics and language teaching, McKay and Hornberger (1996) divide the field into four related areas: 1) studies of language and society–how large–scale social and political issues affect language use in a particular society, 2) studies of language variation—how the “same” language varies from speaker to speaker, from place to place, and from situation to situation, 3) studies of language and interaction—how language is used in face–to–face communication, and 4) studies of language and culture—how particular cultures privilege some kinds of language over others.

Effects of Instruction on Sla: Issues and Evidence

1988 ◽  
Vol 9 ◽  
pp. 164-178 ◽  
Author(s):  
Birgit Harley
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Social Context ◽  
Language Acquisition ◽  
Classroom Instruction ◽  
Mental Processes ◽  
Learning Conditions ◽  
L2 Instruction ◽  
Individual Variables

Inverstigating the effects of classroom instruction on second language acquisition is a fascinating, but formidable, task: fascinating, because it addresses fundamental issues concerning the nature of the mental processes underlying SLA and how they are affected by different learning conditions; formidable, because of the complex, multifaceted nature of both SLA and instruction, the difficulty of establishing valid and reliable profiles of each, and the interacting effects of social context and individual variables. In this brief survey, empiricial research on the effects of L2 instruction is outlined in relation to a few basic issues. For more detailed reviews of the literature, the reader is referred to Long (1983; 1988), Pica (1983a), Ellis (1984a; 1985), and Chaudron (1988).

scholarly journals Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257

2019 ◽  
Vol 9 (4) ◽  
pp. 737-744
Author(s):  
Paweł Scheffler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Large Scale ◽  
Special Educational Needs ◽  
Teachers Perceptions ◽  
Instructed Second Language Acquisition ◽  
Key Issues ◽  
Large Scale Survey ◽  
Teaching Grammar

In a large scale survey of teachers’ perceptions of the challenges they face in teaching English to young primary school learners (Copland, Garton, & Burns, 2014), some of the key issues that are identified are as follows: teaching speaking, using only English in the classroom, enhancing motivation, maintaining discipline, catering for different individual needs (including special educational needs), dealing with parents, and teaching grammar as well as reading and writing. The relevance of Early Instructed Second Language Acquisition, edited by Rokita-Jaśkow and Ellis, is clearly shown by the fact that it addresses most of these central issues.

Impact of an interaction-oriented Japanese course on learners

1998 ◽  
Vol 15 ◽  
pp. 123-138 ◽  
Author(s):  
Kyoko Ogawa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Target Language ◽  
Japanese People ◽  
Language And Culture ◽  
The Third ◽  
The Impact ◽  
Active Interaction

Abstract Neustupny (1988, 1991) recommended an interactive competence approach for second language acquisition that places a greater emphasis on learners’ active interaction with native speakers in real communicative situations. In order to have the opportunity to interact with native speakers in the target language, a conscious effort by the learners as well as support from the teachers and the community is essential. The third-year Japanese course at Monash University was designed to encourage and support learners to establish and maintain relationships with Japanese people as well as to utilise various other resources of the target language and culture. This paper examines the impact of this interaction-oriented course on learners in their establishment and maintenance of relationships with Japanese people, and cultural and social understanding. It is based on data collected during 1996 and 1997.

The Social Context of “Special” Second Language Acquisition

1985 ◽  
Vol 7 (3) ◽  
pp. 343-350
Author(s):  
John Rickford ◽  
Ian Hancock
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Social Context ◽  
Language Acquisition ◽  
Theoretical Perspectives ◽  
The Social

Although this is not standard SSLA practice, weare pleased to publish these two complementary reviews of a collective volume that, while it focuses on creolization and pidginization, addresses issues relevant to the social context of second language acquisition. Seldom dowe have the opportunity of having two leading specialists in a particular field apply to the same work different theoretical perspectives and varying familiarity with areas of the field.

ARAL XIX RATIONALE

1999 ◽  
Vol 19 ◽  
pp. 0-0
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Use ◽  
Applied Linguistics ◽  
Language Assessment ◽  
General Overview ◽  
Wide Range ◽  
Professional Contexts

This nineteenth volume of ARAL returns to a general overview of Applied Linguistics. While a wide range of topics could be covered in an overview volume, three major topics are addressed in some depth: second language acquisition, language use in professional contexts, and language assessment. These chapters complement and extend the chapters that appeared in ARAL 15, which used a similar organizing framework.

Translation in Light of Bilingual Mental Lexicon: A Psycholinguistic Approach

2018 ◽  
Vol 7 (3) ◽  
pp. 165
Author(s):  
Congmin Zhao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Use ◽  
Second Language Learners ◽  
First Language ◽  
Mental Lexicon ◽  
Insight Into

This paper gives insight into the translating process of second language learners in language use in light of the mechanism of bilingual mental lexicon. Structure and development of second language mental lexicon explains the existence of first language items and translation equivalents. Conversely translation can promote the construction of second language mental lexicon and ultimately second language acquisition.

Role Models in Language Learning: Results of a Large-Scale International Survey

2019 ◽  
Author(s):  
Christine Muir ◽  
Zoltán Dörnyei ◽  
Svenja Adolphs
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Role Models ◽  
Large Scale ◽  
Role Model ◽  
English Language ◽  
Large Body ◽  
Future Research ◽  
International Survey

Abstract Role models can exert considerable influence in shaping individuals’ values, attitudes, and beliefs. A large body of work in the social sciences has investigated the influence of celebrity role models, and in the context of education, several disciplines have a rich research history in this area (e.g. medical education). However, in the context of second language acquisition, research centred on role models has largely remained on the periphery. This study presents a large-scale international survey investigating the role models of English language learners. With data collected from 8,472 participants, analysis investigated whether these learners had English language role models, who the role models were and what characteristics learners valued in them, and investigated systematic variation among subgroups. Results showed that 68 per cent of respondents reported having an English language role model, and four key role model dimensions emerged: overall command of English, paralinguistic features, personal attributes and accent/variety of English. We argue that role modelling may be a highly influential component of the psychological context of second-language acquisition, and conclude by highlighting several valuable areas for future research.

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