scholarly journals Introduction

2020 ◽  
Vol 30 (2) ◽  
pp. 111-115
Author(s):  
Amanda Edmonds ◽  
Pascale Leclercq
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Methodology ◽  
French Language ◽  
Special Issue ◽  
Methodological Issues ◽  
Language Studies

ABSTRACTThis special issue of the Journal of French Language Studies participates in the ‘methodological turn’ (Byrnes, 2013) in the field of Second Language Acquisition (SLA), by presenting five original articles that focus on different methodological issues in studies on various aspects of the acquisition of French as an additional language. We highlight the contributions of the five articles and situate them within the larger discussion on research methodology. We end by arguing for the need for additional attention to methodology in SLA.

scholarly journals Applied linguistics

2005 ◽  
Vol 38 (1) ◽  
pp. 43-44 ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Literacy ◽  
Common Ground ◽  
French Language ◽  
School Of Education ◽  
Modern Language ◽  
Language Studies ◽  
Recent Developments

05–99Hyatt, David (School of Education, U of Sheffield, UK). A Critical Literacy Frame for UK secondary education. English in Education (Sheffield, UK) 39.1 (2005), 43–59.05–100Myles, Florence (U of Newcastle, UK; [email protected]). French second language acquisition research: setting the scene. French Language Studies (Cambridge, UK) 14.3(2004), 211–232.05–101Oiler, J. W. (U of Louisiana at Lafayette, USA; [email protected]). Common ground between form and content: the pragmatic solution to the bootstrapping problem. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 92–114.05–102Rule, Sarah (U of Southampton, UK; [email protected]). French interlanguage oral corpora: recent developments. French Language Studies (Cambridge, UK) 14.3 (2004), 343–356.05–103Towell, Richard (U of Salford, UK; [email protected]). Research into the second language acquisition of French: achievements and challenges. French Language Studies (Cambridge, UK) 14.3 (2004), 357–375.

UG and SLA: The access question, and how to beg it

1996 ◽  
Vol 19 (4) ◽  
pp. 726-727 ◽  
Author(s):  
Kevin R. Gregg
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Methodology ◽  
Universal Grammar ◽  
Begging The Question ◽  
Relevant Evidence ◽  
The Mind

AbstractEpstein, Flynn, and Martohardjono trivialize the question of access to universal grammar in second language acquisition by arguing against a straw-man version of the no-access position and by begging the question of how second language (L2) knowledge is represented in the mind/brain of an adult L2 learner. They compound their errors by employing a research methodology that fails to provide any relevant evidence.

scholarly journals PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Haerazi Haerazi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Nursery School ◽  
First Language ◽  
Early Years ◽  
Home Culture ◽  
Language Studies ◽  
School Day

To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.

Lexical Simplification in Second-Language Acquisition

1980 ◽  
Vol 2 (2) ◽  
pp. 43-63 ◽  
Author(s):  
S. Blum ◽  
E. Levenston
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Research ◽  
Research Methodology ◽  
Ongoing Study ◽  
Lexical Acquisition

The following paper is an account of empirical research in lexical acquisition, an ongoing study whose preliminary findings were reported at the Neuchâtel colloquium May 1976 (Levenston and Blum 1977). A discussion of the research methodology has also been published (Levenston and Blum 1978), as well as an attempt to link this work with studies of lexical simplification in other linguistic contexts (Blum and Levenston 1977). Before discussing in detail the current findings, it seems appropriate to summarize briefly the preceding research, of which they form an integral part.

Complexity in Instructed Heritage Language Acquisition

2021 ◽  
Vol 18 (3) ◽  
pp. 1-20
Author(s):  
Julio Torres
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Heritage Language ◽  
Lessons Learned ◽  
Language Experience ◽  
Gender Assignment ◽  
Linguistic Complexity ◽  
Language Studies

Abstract In this article, I reflect on the role of linguistic complexity in instructed heritage language (HL) acquisition by specifically examining morphosyntactic linguistic complexity as it relates to factors such as transparency, saliency, and communicative value. First, I critically evaluate previous proposals on linking formal HL studies to pedagogy by arguing that learning in instructed contexts is a complex task that requires research on a number of variables including linguistic complexity. Second, I summarize the lessons learned in the field of instructed second language acquisition with regard to complexity in additional language learning. Third, by reviewing an empirical study on the development of Spanish gender assignment and agreement in writing, I provide a few arguments for investigating the interplay between linguistic complexity and the prior language experience that HL learners bring into the learning environment. Informed by findings from instructed second language studies, I propose that instructed HL studies also examine how linguistic complexity is potentially interwoven with type of instruction and individual differences.

Special Issue on: The acquisition of French as a second language

2004 ◽  
Vol 14 (3) ◽  
pp. 209-209 ◽  
Author(s):  
FLORENCE MYLES ◽  
RICHARD TOWELL
Keyword(s):  
Second Language ◽  
French Language ◽  
Special Issue ◽  
Language Studies

This is the first Special Issue of the Journal of French Language Studies, which will from now on have one thematic number per year. This issue is devoted to the acquisition of French as a second language.

Lexical learning in second language acquisition: optionality in the numeration

2009 ◽  
Vol 25 (2) ◽  
pp. 335-341 ◽  
Author(s):  
Shigenori Wakabayashi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Stage Model ◽  
Language Studies ◽  
Gradual Development ◽  
Lexical Learning ◽  
Target Languages

Lardiere suggests that second language acquisition (SLA) researchers should pay more attention to the distribution of a given feature in source and target languages, using the distribution of [plural] in English, Chinese and Korean to illustrate. I argue that the distribution of [definite] in English shows a similar complexity, and that this has largely been ignored in existing second language studies. I propose that it is distributional complexity of this kind that underlies the gradual development and variability observed in second language (L2) performance. A four-stage model is outlined, attributing gradual development/variability (partly) to optionality in the numeration.

Sign in / Sign up

Export Citation Format

Share Document