scholarly journals Metaphor in education

2021 ◽  
Vol 11 (2) ◽  
pp. 196-211
Author(s):  
Katrin Ahlgren ◽  
Anne Golden ◽  
Ulrika Magnusson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Everyday Life ◽  
School Children ◽  
Social Issues ◽  
Common Factors ◽  
Special Issue ◽  
Indigenous Minorities ◽  
Language Context

Abstract This special issue explores the use of metaphor in education from a multilingual perspective in two Scandinavian countries, Norway and Sweden. In this introduction, we include a brief overview of earlier research in the domain and identify common factors noteworthy to discuss in relation to the multilingual context, for instance, the notion of creativity and speaker legitimacy in a second language context. The issue includes six articles comprising multilingual school children, youth, university students, adult migrants, and indigenous minorities. Several of the articles focus on second language acquisition, use and assessment, while others deal more with social issues, including unequal power relations and prejudices that newcomers encounter in everyday life.

Unlearning V2

2003 ◽  
Vol 3 ◽  
pp. 77-101 ◽  
Author(s):  
Marit Westergaard
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
School Children ◽  
Word Order ◽  
First Language ◽  
Language Transfer ◽  
Verb Second ◽  
Norwegian School ◽  
Input Cues

This study investigates how child speakers of a verb second (V2) language acquire the supposedly more basic SVO word order of English. Data comes from approximately 100 Norwegian school children aged 7 to 12 in their acquisition of three related syntactic constructions. The focus of the investigation is the extent of language transfer from the L1, related to questions of markedness. It is shown that there is considerable transfer of Norwegian word order, and the children need to ‘unlearn’ the V2 rule acquired for their first language in the process of learning English. In a cue-based approach to second language acquisition, the input cues that are necessary to reorganize the children’s internalized grammar are identified, and the frequency of these cues is argued to be responsible for the order of acquisition of the various constructions.

Research into the second language acquisition of French: achievements and challenges

2004 ◽  
Vol 14 (3) ◽  
pp. 357-375 ◽  
Author(s):  
RICHARD TOWELL
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Final Section ◽  
The Other ◽  
Special Issue ◽  
Final Article

This final article re-examines the approaches outlined in the other articles in this Special Issue in order to evaluate the contribution which each one has brought to the study of the second language acquisition of French. The final section identifies the difficulty for all approaches of stating how input can be converted into intake and suggests three possible ways forward.

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.

Der Zweitspracherwerb des deutschen Kasus in der Präpositionalphrase

2011 ◽  
Vol 39 (1) ◽  
Author(s):  
Katharina Turgay
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Primary School ◽  
School Children ◽  
First Language ◽  
Primary School Children ◽  
Case Assignment ◽  
Prepositional Phrases ◽  
Special Case

AbstractCase is one of the grammatical categories that pose great challenges to children acquiring German, both in first and second language acquisition. The paper examines the special case of the second language acquisition of case within prepositional phrases (PPs). A prototypical German PP consists of a preposition selecting a determiner phrase (DP) whose case is governed by the prepositional head. One problem is that the case assigned by a preposition and its semantics are not related to each other, while in the case of socalled two-way prepositions, the semantics of the PP and the case within the DP are closely connected. This conflict between arbitrariness and semantically driven case assignment could pose an additional obstacle for learners of German. I have conducted an experiment in which I examined how case within PPs is acquired by 56 primary school children whose first language is not German. My study shows that the children have great difficulties regarding the dative and that the accusative is used instead very often. This overgeneralization decreases with an increase in age.

scholarly journals THE EFFECTS OF STORY RECITATION FOR YOUNG LANGUAGE LEARNERS

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Anesti Budi Ermerawati
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learners ◽  
Positive Attitude ◽  
Language Input ◽  
Language Context

This article discusses the effects of reciting English story in a way to prepare a storytelling competition in a private elementary school. Initially forced to use the method, the young language learners (YLL) gradually came to appreciate it. The practice enabled them to construct the story comprehensively, to improve pronunciation, to motivate their peers to tell the story confidently, and to develop the habit of attending the details of language in the context of language input. To investigate how beneficial the English story recitation is, I use interview to examine teacher’s perceptions and experiences about story recitation and its effect on language development. I will also investigate how story recitation is used and its effects in an EFL (English as a foreign language) context. The paper concludes that such practice enhances YLL’s noticing and rehearsal and later it facilitates second language acquisition. Therefore, teachers are suggested to have a positive attitude towards English story recitation for young language learners.

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