Van Immigratie Tot Etnolect

2005 ◽  
Vol 73 ◽  
pp. 63-71
Author(s):  
Esther van Krieken
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Shift ◽  
Symbolic Function ◽  
Original Language ◽  
Language Varieties ◽  
Moroccan Arabic ◽  
Phonological Features ◽  
Acquisition Processes

Ethnolects can be defined as language varieties determined by ethnicity. The ethnolect is especially attributed to the descendants of immigrants. This variety emerges from a language shift situation and takes over the symbolic function from the original language as a marker of ethnicity. The features of ethnolects can be explained by processes involving second language acquisition and bilingualism, namely interlanguage and transfer from the original language. The Moroccan ethnolect in Nijmegen is distinguished primarily by phonological and morphosyntactical features and less by the lexicon. Most of the phonological features can be explained as transfer from Moroccan Arabic and Tarifit Berber. The morphosyntactic and lexical features are due to acquisition processes. There is also an influence from the Nijmegen city dialect on the ethnolect, mainly in pronunciation.

Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

2001 ◽  
Vol 17 (4) ◽  
pp. 368-392 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Learning Condition ◽  
Learning Conditions ◽  
Complex Hypothesis ◽  
Acquisition Processes

Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.

First and Second Language Acquisition Processes

1987 ◽  
Vol 71 (4) ◽  
pp. 434
Author(s):  
Sandra J. Savignon ◽  
Carol Pfaff
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Acquisition Processes

On the origins of Chota Valley Spanish

2014 ◽  
Vol 29 (1) ◽  
pp. 86-133 ◽  
Author(s):  
Sandro Sessarego
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Working Conditions ◽  
True Nature ◽  
Spanish Speaking ◽  
Minimal Contact ◽  
Acquisition Processes

Chota Valley Spanish (CVS) is an Afro-Hispanic dialect spoken in the provinces of Imbabura and Carchi, Ecuador. The structure of CVS is relatively similar to Spanish, even though the conditions that characterized colonial Chota Valley seem — at a first glance — to have been ideal for a creole language to develop: a low white/black ratio, harsh working conditions on sugarcane plantations, massive introduction of African-born workers, and minimal contact with the outside Spanish speaking world (Schwegler 1999: 240; McWhorter 2000: 10–11). Two main hypotheses have been proposed to account for this fact: (a) the Monogenesis Hypothesis (Schwegler 1999); (b) the Afrogenesis Hypothesis (McWhorter 2000). In the present paper, the linguistic and sociohistorical evidence available for CVS is analyzed. Findings indicate that the long assumed creolizing conditions for CVS were not in place in colonial Chota Valley and therefore hypotheses (a) and (b) do not accurately explain the true nature and evolution of this language. The present study suggests that CVS can be better analyzed as the result of intermediate and advanced second language acquisition processes, which do not imply a previous creole stage.

Mimicry of Non-distinctive Phonetic Differences Between Language Varieties

1982 ◽  
Vol 5 (1) ◽  
pp. 1-17 ◽  
Author(s):  
James Emil Flege ◽  
Robert M. Hammond
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Language ◽  
Language Varieties ◽  
Tentative Evidence ◽  
Accented English ◽  
Final Syllable

A delayed mimicry paradigm was used to assess speakers′ awareness of non-distinctive phonetic differences which in part distinguish languages. The notion of “phonological filtering” implies that second language learners may not be able to perceive phonetic differences between their native language and a foreign language unless the phonetic differences are linguistically relevant in the native language. If cross-language phonetic differences are in fact perceived poorly, it is unlikely that phonetic modification will occur in the course of naturalistic second language acquisition. In this study native English speakers familiar with Spanish-accented English attempted to read sentences with a Spanish accent. Acoustic measurements showed that two phonetic characteristics of English—the long VOT values associated with /p, t, k/ and final-syllable lengthening—were altered in the direction of Spanish and Spanish-accented English. These results provide tentative evidence that non-distinctive phonetic differences between languages are detectable by language learners and thus donotpresent an insuperable barrier to phonetic learning in second language acquisition.

scholarly journals Being an exchange student in the USA: How does it affect a student’s oral English skills? A case study.

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Sigrunn Askland
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Phonological Features ◽  
The Usa ◽  
One Year ◽  
Oral Skills ◽  
Accuracy Rates

It is uncontroversial to assume that learners of foreignlanguages who spend extended periods of time in an environment of nativespeakers will improve greatly with regard to oral skills. However, according tomodern theories of Second Language Acquisition (SLA), it is also assumed thatsome features of a language are more difficult to acquire than others. Thisarticle explores how the oral English skills of a Norwegian teenager havedeveloped in the course of one year as an exchange student in the USA. Fluencyalong with grammatical and phonological features have been examined before andafter the student’s stay abroad, and accuracy rates have been discussed andcompared, also taking into account relevant theories of SLA. Finally, somedidactic implications are addressed as to what aspects of English should betaught at what stage in a student’s education.

Some Applications of Cognitive Theory to Second Language Acquisition

1987 ◽  
Vol 9 (3) ◽  
pp. 287-306 ◽  
Author(s):  
J. Michael O'Malley ◽  
Anna Uhl Chamot ◽  
Carol Walker
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Skill Acquisition ◽  
Cognitive Theory ◽  
Cognitive Learning ◽  
Representation Learning ◽  
Memory Representation ◽  
Acquisition Processes

This paper describes recent theoretical developments in cognitive psychology that can be applied to second language acquisition and uses the theory to analyze phenomena discussed regularly in the second language literature. Some limitations of linguistic theories in addressing the role of mental processes in second language acquisition are identified, and current cognitive learning theory in general is outlined. The paper then examines the theoretical model developed by John Anderson (1983, 1985) as it applies to memory representation, learning, and language skill acquisition. The remainder of the paper describes possible applications of this model to issues in second language acquisition and suggests that the theory is useful both in explaining second language acquisition processes and in identifying areas in which research is needed.

SECOND LANGUAGE ACQUISITION PROCESSES IN THE CLASSROOM: LEARNING JAPANESE. Amy Snyder Ohta. Mahwah, NJ: Erlbaum, 2001. Pp. xviii + 298. $79.95 cloth, $34.50 paper.

2003 ◽  
Vol 25 (3) ◽  
pp. 450-451
Author(s):  
Sufumi So
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learner ◽  
L2 Acquisition ◽  
Language Classrooms ◽  
English Speaking ◽  
Nonnative Language ◽  
Acquisition Processes

This book, as part of a series published by Erlbaum entitled Second language acquisition research: Theoretical and methodological issues, addresses the question as to how the acquisition of a nonnative language progresses through interaction in language classrooms. As the author admits (p. xiii), this is hardly a new topic in studies of SLA. The book, however, sheds some new light by introducing novel theoretical and methodological perspectives in dealing with this old topic. The author finds in Vygotskyan ideas a theoretical stance to frame her views of language, the language learner, and the language learning process. Furthermore, it focuses on the second language (L2) acquisition of Japanese by English-speaking learners, which has only recently begun attracting the attention of SLA researchers.

scholarly journals Language attitudes and L2 pronunciation

2020 ◽  
Vol 13 (2) ◽  
pp. 178-211
Author(s):  
Gillian Roberts
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary School ◽  
Secondary School Students ◽  
Language Attitudes ◽  
School Students ◽  
Positive Attitudes ◽  
Phonological Features ◽  
L2 Pronunciation

Abstract Since pronunciation serves as a vehicle for both intelligibility and identity, exploring learners’ attitudes towards different accent varieties can allow both pedagogical and sociolinguistic insights into second language acquisition. This study investigates the attitudes of Flemish secondary school students towards RP and General American and the relation between these attitudes and the students’ actual pronunciation in English. Participants rated British and American accents in a verbal guise experiment, and speech recordings provided a sample of respondents’ own pronunciation. Results diverged from previous findings: while participants had more positive attitudes towards RP, they spoke with a higher proportion of GA phonological features. Almost half of the participants did not aim to speak with either a British or an American accent.

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