Unlocking the power of productive classroom talk for early second language acquisition

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Carolien Frijns ◽  
Kris Van den Branden
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Vocabulary Acquisition ◽  
Classroom Interaction ◽  
Affective Priming ◽  
Classroom Talk ◽  
Significant Interaction Effect ◽  
Positive Effects ◽  
Quasi Experimental ◽  
L2 Vocabulary

Abstract This study investigates whether participation in classroom interaction and a specific type of affective priming using parents’ pictures had positive effects on ethnic minority children’s L2 vocabulary acquisition. A quasi-experimental study was set up in which preschoolers-at-risk were engaged in a task-based intervention with different types of affective priming while they were participating in, or overhearing, classroom interaction in the L2. The results of the study indicated significant main effects of (1) the children’s prior proficiency in the second language and (2) their participation in productive classroom interaction on their vocabulary acquisition. A significant interaction effect was found for overhearing and school disliking. For affective priming, no significant effects were found. This present study provides evidence that both participating in, and overhearing, productive classroom talk are powerful ways to boost young children’s L2 vocabulary acquisition.

scholarly journals A study of L2 vocabulary acquisition under incidental and intentional conditions

2020 ◽  
pp. 113-140
Author(s):  
Sarah Sok ◽  
ZhaoHong Han
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Adult Learners ◽  
Vocabulary Acquisition ◽  
Incidental Learning ◽  
Word List ◽  
Vocabulary Knowledge ◽  
The Past ◽  
Incidental Condition ◽  
L2 Vocabulary

Vocabulary development is indisputably a vital aspect of second language acquisition. In spite of the abundant attention it has garnered over the past few decades, it remains unclear how adult learners fare with intentional and incidental ways of learning. The current study investigated the effects of intentional learning (via studying a word list), incidental learning (via reading), and combined intentional-andincidental learning (via studying a word list followed by reading) conditions on 30 adult learners’ second language vocabulary acquisition. Vocabulary acquisition was measured in terms of percentage gains as well as changes in the depth of vocabulary knowledge. Results showed that while both the intentional and incidental modes of learning led to vocabulary gains, the combined intentional-and-incidental condition resulted in significantly greater gains than either the intentional-only or the incidentalonly condition. No significant differences were found between the incidental-only and intentional-only conditions.

Towards a Model of Advanced Learners’ Vocabulary Acquisition: An Investigation of L2 Vocabulary Acquisition and Retention by Taiwanese English Majors

2015 ◽  
Vol 6 (1) ◽  
pp. 121-144 ◽  
Author(s):  
Barry Lee Reynolds ◽  
Wei-Hua Wu ◽  
Hui-Wen Liu ◽  
Shu-Yuan Kuo ◽  
Ching-Hua Yeh
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
High Frequency ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Advanced Learners ◽  
Japanese Learners Of English ◽  
Part Of Speech ◽  
Japanese Learners ◽  
L2 Vocabulary

AbstractDevelopment of vocabulary is one of the fundamental elements for second language acquisition; it is important to meaning transfer and successful communication as well (Barcroft 2004). The purpose of the research reported in this paper was to investigate to what extent the characteristics of vocabulary affect Taiwanese English language majors’ second-language vocabulary acquisition and retention. This research builds upon similar research conducted by Willis and Ohashi (2012), which found a relationship between acquisition and a word’s frequency, cognateness, and length for Japanese learners of English. Our results indicate a significant relationship between acquisition and a word’s frequency, level of polysemy, and part of speech. Correlation results show that polysemy and frequency are both strongly related to acquisition. Nevertheless, a negative correlation between phonemes and acquisition was also shown. The findings indicate that high frequency words and polysemous words are both easily acquired and retained; in contrast, words with more phonemes require more effort by Taiwanese English language majors to learn and retain. Findings from a multiple regression analysis further suggest that high frequency polysemous nouns are easily acquired and retained by Taiwanese English language majors. Pedagogical implications concerning the variables investigated are provided.

The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis

2021 ◽  
pp. 136216882110115
Author(s):  
Chao Zhang ◽  
Rong Ma
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Vocabulary Acquisition ◽  
Meta Analysis ◽  
Medium Effect ◽  
Moderator Variable ◽  
L2 Reading ◽  
Definite Effect ◽  
Comprehensive Search ◽  
L2 Vocabulary

Despite the growing interest in incorporating textual glosses into second language (L2) reading in hypermedia and paper media, no agreements have been reached as to whether and what extent a textual gloss facilitates L2 learners’ vocabulary acquisition in hypermedia and paper media. The present study meta-analysed the overall effects of textual glosses and different glossing types (i.e. language, location, and mode) on L2 vocabulary acquisition, as well as the moderation effects on the variability of L2 vocabulary acquisition effect sizes. Based on a comprehensive search, 20 studies involving 2,291 participants that have quantitatively documented the changes of L2 vocabulary gains through a pre-and-post textual glosses design were identified and coded in order to retrieve moderator variables. The results show the following: (1) textual glossing has a medium effect on L2 vocabulary acquisition; (2) the effect of textual glosses on L2 vocabulary acquisition persists over time; (3) glossing location and glossing mode significantly impact the effect of textual glosses on L2 vocabulary acquisition but glossing language has no definite effect; and (4) outcome measure is the only moderator variable among the three influencing factors on vocabulary acquisition. These results are further discussed with reference to existing studies and theory of second language acquisition.

scholarly journals Leveraging Listening Texts in Vocabulary Acquisition for Low-literate Learners

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Darren LaScotte
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Cognitive Processing ◽  
Vocabulary Acquisition ◽  
Research Literature ◽  
Oral Traditions ◽  
L2 Acquisition ◽  
Research Areas ◽  
Langue Seconde ◽  
L2 Vocabulary

To date, the vast majority of research in second language (L2) vocabulary acquisition has looked at reading, but relatively few studies have explored the potential for vocabulary acquisition through listening. As for participants involved, studies concerning first language (L1) acquisition have mainly focused on pre- and emergent-reading children, whereas those concerning L2 acquisition comprised learners already highly literate in their L1. Like other research areas of second language acquisition (SLA), learners with low or no literacy in their L1 have been virtually neglected in these studies. Clearly, who we study determines what we know in SLA, yet there exists a significant gap in research literature regarding how understudied, low-literate (and illiterate) populations with strong oral traditions may acquire L2 vocabulary through listening. This paper attempts to bridge the gap in research on cognitive processing and L2 vocabulary acquisition through listening. In light of this, relevant pedagogical implications for low-literate populations are discussed.   Jusqu’à présent, l’immense majorité de la recherche sur l’acquisition du vocabulaire de la langue seconde (L2) s’est concentrée sur la lecture, mais très peu d’études ont exploré le potentiel de l’acquisition du vocabulaire par l’écoute. En ce qui concerne les participants impliqués, les études sur l’acquisition de la première langue (L1) se sont principalement concentrées sur des enfants au stade de pré-lecture ou d’apprentissage de la lecture, alors que celles traitant de l’acquisition de la L2 incluaient des apprenants qui avaient déjà un haut niveau de littératie dans leur L1. Comme dans d’autres domaines de recherche sur l’acquisition de la langue seconde (ALS), les apprenants dont le niveau de littératie est bas ou inexistant dans leur L1 n’ont presque pas fait l’objet de ces études. Il est clair que les personnes que nous étudions déterminent ce que nous savons en matière d’ASL, cependant il existe dans la documentation de recherche un vide significatif concernant la capacité des populations sous scolarisées à faible niveau de littératie (et illétrées) dont les traditions orales sont fortes, à acquérir le vocabulaire de L2 par l’écoute. Cet article essaie de combler le vide dans la recherche sur le processus cognitif et l’acquisition du vocabulaire de la L2 par l’écoute. Sous cet angle, nous discutons des implications pédagogiques pertinentes pour les populations à faible niveau de littératie.

scholarly journals Why do sparkles make a sound in English?

Jezikoslovlje ◽  
2019 ◽  
Vol 20 (3) ◽  
pp. 447-473
Author(s):  
Mateja Hendrih ◽  
Stela Letica Krevelj
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Learner ◽  
The Media ◽  
High Competence ◽  
L2 Vocabulary

Due to their features of multi-modal presentation and their abundance in terms of availability and diversity, the media have been assumed to have a distinct effect on second language acquisition (SLA). Although their beneficial effect on overall SLA has been found in various studies, very few of them examined the characteristics of different types of media in relation to how they may influence second language (L2) vocabulary acquisition at an early age. We present a case study of a 9-year-old Croatian girl who had achieved high competence in the English language primarily through exposure to television (TV) content in English. We examined her production for the evidence that some features of television as a medium might have influenced the development of her vocabulary and the way she experienced and used the L2. The production data was collected in a series of unstructured conversations in the informal atmosphere of the participant’s home. Additional data on the participant’s language learning background were collected in interviews with the participant and her parents. The results suggest that exposure to TV as a medium, which provides opportunities for repeated exposure to rich input, contextualized language, and a combination of visual and aural stimuli, may have an important influence on L2 vocabulary acquisition. However, it has to be emphasized that the influence was evidenced in the production of a highly motivated language learner in an environment that was truly supportive of her language development.

The Role of Group Work in Classroom Second Language Acquisition

1985 ◽  
Vol 7 (2) ◽  
pp. 233-248 ◽  
Author(s):  
Teresa Pica ◽  
Catherine Doughty
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Group Work ◽  
Classroom Interaction ◽  
Empirical Support ◽  
Important Variable ◽  
Classroom Organization ◽  
Interaction Task

The shift in language classroom organization from teacher-fronted to student group work has received a growing amount of theoretical and empirical support (cf. Long, 1983; Long, Adams, McLean, and Castanos, 1976; Taylor, 1982). However, this practice is becoming so popular that it is in danger of turning into yet another ESL bandwagon. The following study was conducted, therefore, to evaluate the role of group work in the classroom, specifically in regard to its possible effects on classroom second language acquisition. Comparisons were made of three ESL classrooms during group vs. teacher-fronted classroom interaction on decision-making tasks.Analysis focused on three broad categories: (1) grammaticality of input, (2) negotiation of input, and (3) individual input/production. Significant differences between the two participation patterns were indicated only in the increased amount of input and production for individual students during group interaction. Task, rather than participation pattern was shown to be a more important variable with regard to parameters (1) and (2). These results suggested that group work has a useful but somewhat restricted role in classroom second language acquisition.

Determining the influence of instruction on L2 speech processing

1987 ◽  
Vol 10 (2) ◽  
pp. 83-113 ◽  
Author(s):  
Manfred Pienemann
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Word Order ◽  
Speech Processing ◽  
Formal Context ◽  
Verbal Morphology ◽  
Positive Effects ◽  
Stage Of Development ◽  
L2 Development

Abstract In this article it is claimed that there is a set of universal speech processing constraints which applies to all types of second language acquisition. These constraints define the range of possible hypotheses about the structure of the L2 which a learner can create at a given stage of development and cannot be overridden by formal instruction or by other alterations in the linguistic input. These claims, however, do not imply that all types of language acquisition are identical or that teaching has no influence whatsoever on the way a second language develops in a formal context. It has been shown elsewhere (cf. Pienemann, 1984, 1985, 1987a) that under certain conditions teaching can influence formal L2 development. These demonstrable positive effects of teaching, however, remain inside the variational margin left open by the processing constraints. The present paper reports on the interlanguage development of one learner of German as a second language, selected from a broader longitudinal study of one year’s duration. It was found that the learner’s word order development was identical to the natural development of German as a second language despite the progression intended in the teaching. A similar result was obtained in the development of verbal morphology. It is also shown that agreement marking is acquired at the same time as specific word order rules.

The rediscovery of vocabulary

2002 ◽  
Vol 18 (4) ◽  
pp. 393-407 ◽  
Author(s):  
Paul Meara
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Computational Linguistics ◽  
Vocabulary Acquisition ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Current Work

This article reviews four recent books of current research in vocabulary acquisition. Vocabulary acquisition has moved from being a neglected backwater in second language acquisition (SLA) to a position of some importance, and this importance looks like increasing as lexical issues become more central to theoretical linguistics.The review suggests, however, that most vocabulary research in applied linguistics is based on a narrow linguistic agenda that was to a large extent defined by the concerns of the vocabulary control movement in the 1920s, particularly the work of H.E. Palmer and his successors (Smith, 1998; Institute of Research in Language Teaching, 2000). Current work in psycholinguistics and computational linguistics does not seem to have made much of an impact on the field, and this has led to a serious divergence between the theories of vocabulary acquisition that appear in these books, and the theories that are developing in other related fields.

Analysis of Fossilization Process of the Second Language Vocabulary from the Perspective of Memetics

2020 ◽  
Vol 10 (10) ◽  
pp. 1326
Author(s):  
Huan Gao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vocabulary Acquisition ◽  
Preventive Action ◽  
Learning Efficiency

Vocabulary acquisition is important in the second language acquisition research. Research shows that the fossilization of the second language exists generally. From the perspective of Memetics and according to the reason and process from different stages of the second language acquisition, this study helps learners to know vocabulary petrochemical causes and process more clearly, which can achieve better preventive action and improve learners’ learning efficiency.

INTRODUCTION

1999 ◽  
Vol 21 (2) ◽  
pp. 175-180 ◽  
Author(s):  
Marjorie Wesche ◽  
T. Sima Paribakht
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Large Body ◽  
Lexical Acquisition ◽  
Multiple Perspectives ◽  
Lexical Development ◽  
Present Collection ◽  
Relative Neglect ◽  
L2 Vocabulary

In the 12 years since Studies in Second Language Acquisition published its first thematic collection on L2 lexical issues, “The use and acquisition of the second language lexicon,” edited by S. Gass (1987), the centrality of lexical development in second language acquisition has received ever increasing recognition from researchers (see, for example, volumes by Arnaud & Béjoint, 1992; Coady & Huckin, 1997; Haastrup, 1991; Haastrup & Viberg, 1998; Harley, 1995, 1996; Hatch & Brown, 1995; Huckin, Haynes, & Coady, 1993; Meara, 1992; Nation, 1990; Schmitt & McCarthy, 1997; Schreuder & Weltens, 1993; Tréville, 1993; Tréville & Duquette, 1996). The 1987 collection was a leading foray into new territory, following a period of relative neglect of the lexicon in SLA. The issues taken up by its authors were quite diverse, ranging from the organization and components of the L2 lexicon, to aspects of acquisition such as cross-linguistic influence, restructuring, and rate, to L2 lexical-use issues such as retrieval and access. Since that time, a large body of L2 research and theory has developed around these and other topics, and it has become possible to deal comprehensively with single core issues in L2 lexical acquisition from multiple perspectives. The current collection is one such attempt, offering a set of related papers on the topic of incidental L2 vocabulary acquisition. Unlike the 1987 collection, which argued for recognition of the importance of the lexicon in a field dominantly concerned with the acquisition of syntax, the authors of the present collection assume the central importance of lexical acquisition.

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