The fate of linguistic innovations

2016 ◽  
Vol 2 (2) ◽  
pp. 302-322 ◽  
Author(s):  
Anna Rosen
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Social Factors ◽  
Speech Community ◽  
Foreign Language Acquisition ◽  
The Social ◽  
French Speaking ◽  
Linguistic Level ◽  
Corpus Data ◽  
Norman French

Drawing on spoken corpus data, this study traces the emergence and development of Norman French-influenced innovations in the nativised L2 variety of Jersey English and compares them to features in the speech of French-speaking learners of English. The comparison shows that such innovations do not differ from errors in a learner variety on a formal linguistic level and that they arguably result from the same processes as are present in foreign language acquisition, such as transfer or simplification. The paper therefore argues that innovations can only be identified reliably in retrospect, once they are more widely accepted in the speech community. It also points to the social factors that are crucial in shaping the use and probable fates of former innovations in Jersey English and suggests a typology of innovations according to their developments.

scholarly journals Language Contact and Morphosyntactic Complexity: Evidence from German

2014 ◽  
Vol 26 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Péter Maitz ◽  
Attila Németh
Keyword(s):  
Statistical Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Social Factors ◽  
Language Contact ◽  
Structural Complexity ◽  
Speech Community ◽  
Linguistic Complexity ◽  
Language Varieties ◽  
Corpus Data

The article focuses on the hypothesis that the structural complexity of languages is variable and historically changeable. By means of a quantitative statistical analysis of naturalistic corpus data, the question is raised as to what role language contact and adult second language acquisition play in the simplification and complexification of language varieties. The results confirm that there is a significant correlation between intensity of contact and linguistic complexity, while at the same time showing that there is a need to consider other social factors, and, in particular, the attitude of a speech community toward linguistic norms.*

Praktijkgerelateerd Contrastief Onderzoek Naar Vreemde-Taalverwerving

2008 ◽  
Vol 80 ◽  
pp. 19-28
Author(s):  
Philippe Hiligsmann ◽  
Melanie Baelen ◽  
Anne Lore Leloup ◽  
Laurent Rasier
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Languages ◽  
Classroom Teaching ◽  
Teaching Activities ◽  
Foreign Language Acquisition ◽  
Onderzoek Naar ◽  
French Speaking

In this contribution we show that foreign language acquisition research does not only provide theoretical insights into the learning process of foreign languages, but also provides useful tips that are directly relevant to language teaching, especially if research is conducted with the 'integrated contrastive model'. We illustrate how the model can be applied in studies of the interlanguage of French-speaking learners of Dutch and Dutch learners of French concentrating on the phonological, morphological and pragmatic components of language. Finally, we explore possible classroom teaching activities and techniques that follow from our study.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches

2017 ◽  
Vol 50 (2) ◽  
pp. 398-409 ◽  
Author(s):  
Isabel Moreno-López ◽  
Aida Ramos-Sellman ◽  
Citlali Miranda-Aldaco ◽  
Maria Teresa Gomis Quinto
Keyword(s):  
Language Acquisition ◽  
Experiential Learning ◽  
Foreign Language ◽  
Learning Approaches ◽  
Foreign Language Acquisition ◽  
Spanish Classroom

scholarly journals Auditory Factors in Foreign Language Acquisition

1965 ◽  
Vol 49 (1) ◽  
pp. 22 ◽  
Author(s):  
Ralph R. Leutenegger ◽  
Theodore H. Mueller ◽  
Irving R. Wershow
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Language Acquisition

scholarly journals Auditory Factors in Foreign Language Acquisition*

1965 ◽  
Vol 49 (1) ◽  
pp. 22-31
Author(s):  
RalphR. Leutenegger ◽  
TheodoreH. Mueller ◽  
IrvingR. Wershow
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Language Acquisition
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