“I know the word, but ...”

2005 ◽  
Vol 28 (2) ◽  
pp. 15-27 ◽  
Author(s):  
Sun Hee Ok Kim
Keyword(s):  
Learning Environment ◽  
First Language ◽  
Negative Influence ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Positive Role ◽  
L2 Learning ◽  
L2 Vocabulary ◽  
L1 And L2

Abstract Bilinguals sometimes report on difficulties in finding words while speaking in the first language (L1) or the second language (L2), which is frequently attributed to the negative influence of one language onto the other. This paper addresses this issue by investigating the relationship between L1 and L2 vocabulary knowledge of Korean-English bilinguals who have been exposed to an L2 learning environment since the age of 12 years. Their vocabulary knowledge in L1 and L2 is measured by using a standardised vocabulary test in each language and their L1 vocabulary measures are compared with that of 12 year old Korean monolinguals. The findings show that there is a significant positive correlation between the scores from the L1 and L2 vocabulary tests among the participants. The findings suggest (1) that L1 vocabulary learning continues in the L2 learning environment, and (2) that the extent of the vocabulary knowledge in one language is the good predictor of the other, highlighting the positive role of L1 vocabulary knowledge in L2 learning. Implications for the support for L1 development of young immigrants are also discussed.

scholarly journals The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren

2018 ◽  
Vol 7 (4) ◽  
pp. 121
Author(s):  
Ahmed Masrai
Keyword(s):  
First Language ◽  
Vocabulary Development ◽  
Preschool Education ◽  
Study Data ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
L2 Vocabulary ◽  
L1 And L2 ◽  
The Impact ◽  
Early Childhood Settings

Considerable research has investigated the effect of preschool education on subsequent school success and proposed a positive link between the two. Less research, however, has directly investigated the influence of preschool education on children’s vocabulary development. This paper reports on a study that examines the impact of preschool education on children’s first language (L1) vocabulary development in early childhood settings and the potential impact this has on the successive acquisition of second language (L2) vocabulary in later school years. To conduct the study, data from 200 Arabic-English successive bilingual children were collected. The data are scores on receptive vocabulary knowledge in L1 and L2 of two groups of fourth grade schoolchildren (with and without preschool education). The results show that: (1) preschool education contributes largely to L1 vocabulary development and L2 vocabulary acquisition; (2) there is a strong link between L1 and L2 receptive vocabulary knowledge; and (3) bilingual mental lexicon size is predicted by preschool education. The present study provides further insights on the relation between preschool education and L1 vocabulary growth and the influence of this on sequential bilingualism. These findings will allow informed decisions on the support for preschool education by parents and educational policymakers.

Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children

2015 ◽  
Vol 43 (5) ◽  
pp. 969-992 ◽  
Author(s):  
J. MARC GOODRICH ◽  
CHRISTOPHER J. LONIGAN ◽  
CHERIE G. KLEUVER ◽  
JOANN M. FARVER
Keyword(s):  
Preschool Children ◽  
Predictive Validity ◽  
Language Minority ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Partial Support ◽  
Time Points ◽  
Spanish Speaking ◽  
L2 Vocabulary ◽  
L1 And L2

AbstractIn this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54·51 months, 54·3% male; Sample 2: N = 116, mean age = 60·70 months, 56·0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9–12 months apart. We examined whether unique L1 and L2 vocabulary at time 1 predicted later L2 and L1 vocabulary, respectively. Results indicated that unique L1 vocabulary did not predict later L2 vocabulary after controlling for initial L2 vocabulary. An identical pattern of results emerged for L1 vocabulary outcomes. We also examined whether children acquired translational equivalents for words known in one language but not the other. Results indicated that children acquired translational equivalents, providing partial support for the transfer of vocabulary knowledge across languages.

scholarly journals PERAN PEMUDA RELAWAN DEMOKRASI DALAM MENINGKATKAN PARTISIPASI POLITIK MASYARAKAT PADA PEMILIHAN UMUM LEGISLATIF TAHUN 2014 DAN IMPLIKASINYA TERHADAP KETAHANAN POLITIK WILAYAH (STUDI PADA RELAWAN DEMOKRASI BANYUMAS, JAWA TENGAH)

2015 ◽  
Vol 21 (1) ◽  
pp. 23
Author(s):  
Zamzam Muhammad Fuad
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
Research Method ◽  
Sampling Technique ◽  
Vital Role ◽  
The Other ◽  
Political Education ◽  
Positive Role ◽  
Qualitative Research Design

This research was going to described the role of Banyumas Democracy Volunteer ( Relawan Demokrasi Banyumas) in increasing political public partitipation in Banyumas’s legislative election 2014 and its implication to Banyumas’s political resilience. This research used qualitative research design as a research method. Data were collected by in depth review, observation and documentation. This research used purpossive sampling technique with stakeholder sampling variant to pick informants. The research showed that Banyumas Democracy Volunteer had a positive role in developing political resilience in Banyumas. Their role was gave political education and election education to voters in Banyumas. In the other words, Banyumas Democracy Volunteer had a vital role in developing ideal political resilience in Banyumas.Keywords: Banyumas Democracy Volunteer, Democracy, Election, Political Resilience of Region.

scholarly journals The Level of Accuracy and Grammatical Complexity in Written Texts by Chinese Students

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Ling Yu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
First Language ◽  
Negative Influence ◽  
Language Family ◽  
School Students ◽  
Subordinate Clauses ◽  
Upper Secondary ◽  
Grammatical Complexity ◽  
L1 And L2

The influence of the first language (L1) on the acquisition of a second language (L2) is inevitable. In addition, when L1 and L2 do not belong to the same language family, a negative influence, i.e., an interference, will occur. The current study aims to investigate the level of accuracy and grammar complexity in texts written by Chinese upper secondary school students from the perspective of language transfer. It involves an analysis of a small corpus comprising 54 texts with the use of the terminable unit (T-unit) measure. The finding shows that the Chinese writers produced a text with only a few error-free T-units largely due to the syntactical transfer from Chinese to English. With regard to grammatical complexity, subordinate clauses are frequent in the corpus but relative clauses are rare.

Second language learning in the context of massively multiplayer online games: A scoping review

ReCALL ◽  
2018 ◽  
Vol 31 (01) ◽  
pp. 92-113 ◽  
Author(s):  
Nasser Jabbari ◽  
Zohreh R. Eslami
Keyword(s):  
Second Language ◽  
Empirical Research ◽  
Communicative Competence ◽  
Online Games ◽  
Learning Opportunities ◽  
Massively Multiplayer Online Games ◽  
Multiplayer Online Games ◽  
L2 Learning ◽  
L2 Vocabulary

AbstractThis review examines the second language acquisition (SLA) literature with regard to the role of “massively multiplayer online games” (MMOGs) in second language (L2) learning. It focuses on commercially developed off-the-shelf (COTS) MMOGs only (some of them modified for educational purposes such as Reinders’ & Wattana’s work). It surveys the current empirical research to find out which aspects of L2 learning have been investigated, how they were studied, and what the findings suggest in relation to L2 learning opportunities and outcomes within and beyond MMOG contexts. We synthesized the findings of 31 studies reporting empirical evidence about the role of MMOGs in L2 learning. We observed that the empirical research in this area is mainly qualitative and that L2-related motivational and affective factors, L2 vocabulary, and learners’ communicative competence (or discourse management strategies) are the most widely investigated topics. Based on the findings, our paper presents a model that depicts hypothetical interrelationships among (a) MMOG designed settings, (b) the social and affective affordances provided in these settings, (c) L2 learning opportunities, and (d) the L2 learning outcomes achieved. We conclude that MMOGs provide socially supportive and emotionally safe (i.e. low-language-anxiety) environments that afford multiple opportunities for L2 learning and socialization, which, in turn, help L2 learners to enrich their L2 vocabulary repertoire and enhance their communicative competence in the target language.

L’Accès aux cours suprêmes – rapport français

2019 ◽  
Vol 81 ◽  
pp. 172-190
Author(s):  
Soraya Amrani Mekki
Keyword(s):  
The Other ◽  
Positive Role ◽  
Other Hand ◽  
French Model

The text presents the issue of access to the Cassation Court in France. The author argues that the functions of the Cassation Court are strictly interconnected with the rules determining the access to it. According to the author, the French model can be described as democratic, as opposed to aristocratic, because it depends on purely legal criteria. The author divided restrictions in the access to the Cassation Court into direct ones and indirect ones. The former are specifically aimed at controlling the flow of cases. Being purely technical in nature, they determine the admissibility of cassation. On the other hand, they also include restrictions which enable the court to examine the substance of the case and evaluate it in a discretionary way. The author suggested that the court’s obligation to provide grounds of refusal to examine cassation weakens the ability of this filter toimprove theefficiency of the Cassation Court. Issuing such decisions takes the same amount of time as examining the substance of the case. Moreover, merely 30% of cassation complaints are not accepted for further examination. Therefore, the author underlined the importance of indirect restrictions in the access to the Cassation Court. As far as indirect filters are concerned, she stressed the positive role of cassation lawyers who specialize in filing cassations. She also pointed out at an interesting legal solution enabling the opposite party to ask the court to suspend the cassation proceedings if the party who filed the cassation did not comply with an enforceable judgment of a lower instance court. In practice it often happens that a cassation is withdrawn as a consequence of this motion.

The basic continuity hypothesis of L1 to L2 production

2017 ◽  
Vol 34 (3) ◽  
pp. 275-308 ◽  
Author(s):  
Francesco Romano
Keyword(s):  
First Language ◽  
Sentence Production ◽  
The Other ◽  
Structural Priming ◽  
Production Task ◽  
Continuity Hypothesis ◽  
Syntactic Representation ◽  
L2 Production ◽  
L1 And L2 ◽  
L1 English

To what extent can second language (L2) speakers acquire a syntactic representation for an L2 structure absent in the first language (L1)? Findings from L2 structural priming studies are in conflict inasmuch as evidence for and against continuity between L1 and L2 sentence production has been shown. Furthermore, previous investigations have not adequately controlled for well-known animacy effects on choice of syntactic frames. I address the conflict of views in the field via three experiments of structural priming with native, Chinese, and Turkish speakers of English by means of an oral sentence-recall production task. The structure tested, the English genitive alternation, is subject to animacy effects as in the waiter’s photo / the photo of the waiter. Chinese and Turkish have no equivalent to English of genitives nor animacy effects in their genitive structure. Experiment 1 showed priming within-L1 English and found evidence of an animacy effect, albeit only numerical. Likewise, Experiment 2 showed priming within-L2 English and found the L1 Chinese were similarly susceptible to animacy effects. Experiment 3 also showed clear within-L2 English priming in Turkish speakers but the effects of animacy differed from the other groups. I argue the similarities between the native and L2 groups to constitute grounds for a basic continuity in L1 to L2 production.

scholarly journals On the State of L1 and L2 Knowledge in FL Learners: A Review of Issues

2015 ◽  
Vol 4 (1) ◽  
pp. 334-346
Author(s):  
Hosni Mostafa El-Dali
Keyword(s):  
Second Language ◽  
Conceptual Framework ◽  
Opposite Direction ◽  
Language Teaching ◽  
First Language ◽  
Negative Influence ◽  
The State ◽  
Special Focus ◽  
Advantages And Disadvantages ◽  
L1 And L2

There  has  been  extensive  research  into  how  L1   affects  L2,  commonly  known  as ‘negative influence’, but a lot less about the opposite direction, commonly known as ‘Reverse or  Backward’  transfer.  As  well  as  the  first  language  influences  the  second,  the  second language influences the first.  The present study, therefore, attempts to examine and critically review  pertinent  research  into  the  question  of bidirectional  influence  between  languages. First, it traces the conceptual framework of the notion L1→L2  effect.  Second, it attempts to demonstrate how an emerging new language (L2) affects the existing L1.  Third, it examines the pedagogical aspects of both directions, as manifested in L2 classroom.  Special focus will be given to how the concept of “multicompetence”  sees the goal of L2  learning and how language teaching should reflect such a goal.  In addition, the advantages and disadvantages of using   learners’   first   language   in  L2    classroom   will   be   highlighted   and   specific methodological recommendations will be made.

scholarly journals Case Study: CUP between L1 and L2

2019 ◽  
Vol 2 (4) ◽  
pp. 32
Author(s):  
Sihong Wang
Keyword(s):  
Language Learning ◽  
English Language ◽  
First Language ◽  
Theoretical Concept ◽  
Related Factor ◽  
Positive Role ◽  
Study Process ◽  
L1 And L2 ◽  
Study Student

This case study project explores the English language learning process of a student named Abby*(name changed for confdentiality), an adult beginning learner studied at Abram Friedman Occupational Center (AFOC). The paper focuses on analyzing under the theoretical concept of Common Underlying Profciency model (CUP), especially the language transfer with the data collected from ten weeks of observation, interview with the case study student and her teacher, the chat with her classmates, and the samples of the student’s work. Data is acquired from the community, school, and classroom, to include all related factor that may influence and reflect the relationship between the student’s first language (L1) - Spanish and her second language (L2) - English. The paper intends to analyze the L1 of the case study student plays a positive role during the process of learning English via three sub-claims. Finally, the paper provides recommendations to support the student to use her L1 to promote English learning comprehensively and end with reflections on the case study process.

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

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