The Old English Genesis B poet: Bilingual or interlingual?

1993 ◽  
Vol 5 (2) ◽  
pp. 163-184
Author(s):  
Irmengard Rauch
Keyword(s):  
Second Language ◽  
Old English ◽  
Empirical Data ◽  
Native Language ◽  
Cognitive Strategies ◽  
Language Learner ◽  
Anglo Saxon ◽  
Old Saxon ◽  
Second Language Learner

ABSTRACTAlthough the celebrated 1875 conjecture of Sievers hypothesizing an Old Saxon Genesis source for the translation of the Old English Genesis B (or Later Genesis) was confirmed by the 1894 find of Zangemeister, the question of the native language of the translator of the Old Saxon Genesis remains. The Genesis B evidence is reconsidered here from the viewpoint of contemporary empirical data to ascertain whether the translator was bilingual or interlingual, the former putatively associated with a native (Old Englishman in this case), the second with a second language learner (of Old English). The Old English data contrasted with the character of Old Saxon and configurated with extrapolations from differing cognitive strategies argue for an Anglo-Saxon provenance of the Genesis B poet.

Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers

2020 ◽  
Vol 11 (1) ◽  
pp. 151-181 ◽  
Author(s):  
Dina Tsagari ◽  
Christina Nicole Giannikas
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Native Language ◽  
Language Learner ◽  
Classroom Observations ◽  
Cognitive Effect ◽  
Interlanguage Development ◽  
L1 Use ◽  
Lack Of Knowledge

AbstractThe present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

GENERAL THEORIES AND SPECIAL THEORIES IN TEACHING LANGUAGE TO NON-NATIVE SPEAKERS

2021 ◽  
Vol 03 (05) ◽  
pp. 200-214
Author(s):  
Boukhmis SENOUBER ◽  
Chahrazed Bin YOUNES
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Universal Grammar ◽  
Social Contexts ◽  
Language Learner ◽  
Target Language ◽  
Teaching Language ◽  
Second Language Learner ◽  
Basic Hypothesis ◽  
Language Environment

The field of teaching language for non-native speakers is a rich field that has been addressed by various theories that tried to explain the process of acquiring a second language, as some of them pay great attention to the innate characteristics of the learner, and others focus on the role that the environment plays, especially in terms of providing contact with those who modify their language and patterns of interaction to suit the needs of the language learner, while other theories focus on the learner’s participation in the social contexts, or the so-called immersion in the target language environment, and the importance of research is highlighted in uncovering the mechanisms and curricula that these theories have adopted in order to achieve meaningful and distinct learning. The research aims to address this topic, trying to delve into the concepts and procedures of each theory separately in an attempt to clarify and present it to the Arab reader and student in an accessible and understandable form. We will try to rely in this study on a research plan that includes two main topics: A first topic, which we will devote to general theories in teaching language to non-native speakers; That is, theories that dealt with linguistic acquisition in general, whether related to the first or second language, and includes three main theories; They are the structural behavioral theory, the innate or Universal Grammar theory, and the functional theory. As for the second topic, we will devote it to the special theories, which are theories that dealt exclusively with teaching the language to non-native speakers, and it includes eight basic hypothesis. They are the Monitor hypothesis, the interaction hypothesis, the contrastive analysis hypothesis, the creative construction hypothesis, the fundamental difference hypothesis, Noticing hypothesis, the projection hypothesis, the competition model.In order to delve into this topic, we raise the following problems: How did cognitive theorizing for teaching a language to non-speakers of it contributed to addressing the difficulties and mistakes faced by the second language learner? How did these theories address the issue of second language teaching and acquisition?

A Graduate Course Focusing on the Second Language Learner

1997 ◽  
Vol 81 (4) ◽  
pp. 518-526 ◽  
Author(s):  
ELAINE K. HORWITZ ◽  
MARY ELIZABETH MCLENDON ◽  
BARBARA BRESSLAU ◽  
JYU-FANG YU ◽  
MARIANNE DRYDEN
Keyword(s):  
Second Language ◽  
Language Learner ◽  
Graduate Course ◽  
Second Language Learner

scholarly journals Testing the Noticing Function of the Output Hypothesis

2016 ◽  
Vol 9 (2) ◽  
pp. 136 ◽  
Author(s):  
Sumayyah Qaed Alsulami
Keyword(s):  
Original Writing ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Writing Skills ◽  
Language Learner ◽  
Linguistic Knowledge ◽  
Second Language Learner ◽  
Comprehensible Input ◽  
Stage 1

<p>In spite of Krashen’s (1985) claims that the only way to acquire a second language is through non-stressful comprehensible input, Swain (1995, 1998, 2005) and others propose that the production of language (speaking or writing), under certain circumstances, is a significant part of the second-language acquisition process. Swain also states that there are three functions of output, and one of these is the noticing or triggering function, in which through producing output, learners become aware of their linguistic knowledge. This study examines the role and effectiveness of output – in particular, the noticing function of language output – in developing the writing skills of an English as a Foreign Language (EFL) student from Saudi Arabia. The notice function enables the student to identify lexis and grammar problems in his writing. Data collection for the study was conducted in three stages: In Stage 1 the participant, who studies English at Latrobe Language Centre in Level 4A, wrote three paragraphs in response to illustrated questions. In Stage 2, the participant compared his original writing to model paragraph feedback tools. In Stage 3, the student rewrote his original paragraphs based on what he noticed in Stages 1 and 2. This methodology demonstrated the aspects of language that a second-language learner noticed while forming a paragraph on his own. It also illustrated what the participant noticed when he compared his writing to a model and what changes he made to his writing, as a result. It pushed the learner to create a modified output, leading to development of his writing skills in second-language acquisition.</p>

scholarly journals WHAT MAKES SECOND LANGUAGE ACQUISITION COMMUNICATIVE POWER: NATURE? NURTURE? INTERACTION? OR ALL TOGETHER? PRAGMATIC APPROACH TO TESOL IN COMPARATIVE MULTILINGUAL PRACTICES

2021 ◽  
pp. 85-88
Author(s):  
Eshchanov Marat Urazaliyevich
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learner ◽  
Pragmatic Approach ◽  
Second Language Learner ◽  
Input And Output ◽  
Comprehensible Input ◽  
Communicative Power

The article discusses theories of second language acquisition within the framework of nature, nurturing, and interactionist views to language learning and reveals the results of their application to non-native multilingual people’s language acquisition experiences in communicative and meaningfully absorbing environments. The research proposes the necessary space for the discussion of practicality and authenticity of nature, nurture and interactionist theories in language learning, which can be conducted as an integral examination of second language learner efficacy. KEY WORDS: second language, acquisition, nature, nurture, interactionist, technique, authentic, skill and knowledge, experiences, environments, learn, acquire, comprehensible input and output, meaningful language acquisition, autonomous learning

scholarly journals Architecture design of a reinforcement environment for learning sign languages

2021 ◽  
Vol 7 ◽  
pp. e740
Author(s):  
Luis Naranjo-Zeledón ◽  
Mario Chacón-Rivas ◽  
Jesús Peral ◽  
Antonio Ferrández
Keyword(s):  
Teaching And Learning ◽  
Architectural Design ◽  
Native Language ◽  
Language Learner ◽  
Sign Languages ◽  
Teaching Tools ◽  
Second Language Learner ◽  
Graphical Tool ◽  
The Future ◽  
Computer Teaching

Different fields such as linguistics, teaching, and computing have demonstrated special interest in the study of sign languages (SL). However, the processes of teaching and learning these languages turn complex since it is unusual to find people teaching these languages that are fluent in both SL and the native language of the students. The teachings from deaf individuals become unique. Nonetheless, it is important for the student to lean on supportive mechanisms while being in the process of learning an SL. Bidirectional communication between deaf and hearing people through SL is a hot topic to achieve a higher level of inclusion. However, all the processes that convey teaching and learning SL turn difficult and complex since it is unusual to find SL teachers that are fluent also in the native language of the students, making it harder to provide computer teaching tools for different SL. Moreover, the main aspects that a second language learner of an SL finds difficult are phonology, non-manual components, and the use of space (the latter two are specific to SL, not to spoken languages). This proposal appears to be the first of the kind to favor the Costa Rican Sign Language (LESCO, for its Spanish acronym), as well as any other SL. Our research focus stands on reinforcing the learning process of final-user hearing people through a modular architectural design of a learning environment, relying on the concept of phonological proximity within a graphical tool with a high degree of usability. The aim of incorporating phonological proximity is to assist individuals in learning signs with similar handshapes. This architecture separates the logic and processing aspects from those associated with the access and generation of data, which makes it portable to other SL in the future. The methodology used consisted of defining 26 phonological parameters (13 for each hand), thus characterizing each sign appropriately. Then, a similarity formula was applied to compare each pair of signs. With these pre-calculations, the tool displays each sign and its top ten most similar signs. A SUS usability test and an open qualitative question were applied, as well as a numerical evaluation to a group of learners, to validate the proposal. In order to reach our research aims, we have analyzed previous work on proposals for teaching tools meant for the student to practice SL, as well as previous work on the importance of phonological proximity in this teaching process. This previous work justifies the necessity of our proposal, whose benefits have been proved through the experimentation conducted by different users on the usability and usefulness of the tool. To meet these needs, homonymous words (signs with the same starting handshape) and paronyms (signs with highly similar handshape), have been included to explore their impact on learning. It allows the possibility to apply the same perspective of our existing line of research to other SL in the future.

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