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.

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).

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 Content and language integrated learning: reflections on a pilot module

2019 ◽  
Vol 23 ◽  
pp. 76-91
Author(s):  
Jennifer Bruen ◽  
Thomas Wagner
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Language Teaching ◽  
German Language ◽  
Integrated Learning ◽  
Educational Approach ◽  
Foreign Language Acquisition ◽  
Teaching Content ◽  
Practice Of Teaching

CLIL, or ‘Content and Language Integrated Learning’, is a term used to describe the practice of teaching content through a foreign language. It represents an educational approach which can embody a range of different methodologies and has, in recent years, been receiving increased attention in Europe, partially because efforts put into language teaching are not always reflected in the results achieved. This paper begins with a brief overview of developments in the field of foreign language acquisition and how these might relate to the notion of CLIL. It then goes on to describe the design, delivery, and evaluation of a module in German language for intermediate undergraduate students, which incorporates an element of CLIL

scholarly journals Cognitive grammar: marking new paths in foreign language teaching

2011 ◽  
Vol 19 (1) ◽  
pp. 111-127
Author(s):  
Reyes Llopis García
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Language Model ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Grammar

This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.

INTEGRATING POETRY INTO THE FOREIGN LANGUAGE CLASSROOM FROM THE POINT OF VIEW OF SECOND LANGUAGE ACQUISITION

2020 ◽  
Author(s):  
Tatiana Savchenko
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Language Acquisition ◽  
Language Classroom ◽  
Poetic Text ◽  
Poetic Texts

The article deals with the theoretical foundations of foreign language acquisition which are related to the integration of poetic texts into foreign language teaching. The article defines poetic text and its role in foreign language teaching and focuses on the selected foreign language acquisition theories and their interconnectedness with using poetic texts in the teaching of foreign languages.

Multilingual learners and foreign language acquisition: Insights into the effects of prior linguistic knowledge

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Anahí Alba de la Fuente ◽  
Hugues Lacroix
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Cognitive Skills ◽  
Mother Tongue ◽  
Linguistic Knowledge ◽  
Foreign Language Acquisition ◽  
Language Classrooms ◽  
Foreign Language Classrooms

AbstractIn foreign language classrooms we often find that, in addition to their mother tongue (L1), learners already speak – or are learning – at least one other language. As a result, they already have an array of linguistic and cognitive skills that may prove very useful if they are adequately exploited during the language learning process. However, in contrast with the growing interest displayed by researchers in the processes involved in the acquisition of a third or subsequent language (e.g.

scholarly journals LANGUAGE ANXIETY OF ENGLISH AS A FOREIGN LANGUAGE AS PERCEIVED BY LEARNERS IN VOCATIONAL SCHOOL

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Agung Gianjar Anjaniputra
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Classroom Environment ◽  
Vocational School ◽  
Foreign Languages ◽  
Language Anxiety ◽  
Positive Thinking ◽  
Descriptive Research ◽  
Foreign Language Acquisition ◽  
Research Interviews

Given that one of the difficulties in a foreign language acquisition associated with affects is anxiety that is undergone in different circumstances, and may determine the success of acquiring second/foreign languages, this research is aimed at portraying the situations under which learners undergo anxiety in EFL classroom and at exploring how learners cope with their anxiety by involving six students in a vocational school. Under the umbrella of descriptive research, interviews were conducted to collect the data required to address the purposes of this research. The result revealed that the situations under which learners experience language anxiety were categorized into two types of situation that entail performing in front of others and being pointed out by the teacher. Moreover, strategies to cope with the anxiety comprised preparation, positive thinking, and relaxation. Thus, it is suggested that teachers alleviate language anxiety by means of providing sufficient time for preparation, and creating friendlier classroom environment to avoid humiliating learners so that learners’ second/foreign language acquisition and learning are optimized.

scholarly journals The Relationship betwen Second Language Acquisition Process and English Language Teaching in Indonesia

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pritz Hutabarat
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Foreign Language Acquisition ◽  
Teachers And Students

<p>English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia.</p><p> </p><p>Keywords: language learning, language acquisition, ELT</p>

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