The relationship between input factors and early lexical knowledge in Turkish-German children

2018 ◽  
pp. 1-16 ◽  
Author(s):  
Nora Budde-Spengler ◽  
Steffi Sachse ◽  
Tanja Rinker
Keyword(s):  
Lexical Knowledge ◽  
German Children ◽  
The Relationship ◽  
Turkish German

Lateral Preference and L2 Proficiency

1994 ◽  
Vol 103-104 ◽  
pp. 39-56
Author(s):  
Cem Alptekin ◽  
Elif Çetin
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Hemispheric Specialization ◽  
School Setting ◽  
L2 Proficiency ◽  
Lexical Knowledge ◽  
Lateral Preference ◽  
Efl Learners ◽  
Standardized Measure ◽  
The Relationship

Abstract This study investigates the relationship between the L2 proficiency of advanced EFL learners and biological lateral preference. The former is thought of as the person's advanced ability in English, developed within a school setting and involving both reading comprehension and grammatical and lexical knowledge - as represented by the Michigan Test of English Language Proficiency. The latter is conceptualized as a continuous and multifactorial construct that predicts the degree of the hemispheric specialization of cognitive functions in the human brain as well as the degree of hemisphericity as a personal trait. It is measured by the Lateral Preference Schedule, developed as an instrument to meet the research and clinical needs for a standardized measure of lateral preference. Sixty university students majoring in TEFL participated in the study. Overall, the findings suggest that, from the various lateral preference patterns, only those which involve footed-ness and handedness are related to L2 proficiency. The findings further suggest that the relationship between lateral preference and L2 proficiency is independent of differences in gender.

Cross-linguistic influence in the child third language acquisition of grammar: Sentence comprehension and production among Turkish-German and German learners of English

2018 ◽  
Vol 23 (2) ◽  
pp. 567-583 ◽  
Author(s):  
Holger Hopp
Keyword(s):  
Sentence Comprehension ◽  
Sentence Production ◽  
Formal Models ◽  
Heritage Speakers ◽  
Third Language ◽  
Third Language Acquisition ◽  
L3 Acquisition ◽  
German Children ◽  
The One ◽  
Turkish German

Aims and Objectives/Purpose/Research Questions: This paper investigates the extent to which current formal models of third language (L3) grammatical acquisition extend to sequential child L3 acquisition. We examine whether heritage speakers learning a foreign language as an early L3 transfer grammatical properties from the heritage language or the dominant second language (L2). Design/Methodology/Approach: We used a sentence repetition task and a picture story retelling task. The tasks focussed on grammatical phenomena that were either different between English and German, that is, verb-second and adverb order, or between English and German, on the one hand, and Turkish, on the other, that is, verb-complement order as well as subject and article realization. Data and Analysis: We tested matched groups of 31 Turkish-German and 31 monolingual German children learning English in grades 3 and 4, and we compared sentence repetitions as well as oral sentence production across different grammatical phenomena using parametric statistics. Findings/Conclusions: In both tasks, the two groups perform indistinguishably from each other, and both groups show selective transfer of grammatical properties from German. These findings suggest L2 transfer from a typologically related language in sequential child L3 acquisition. Originality: This paper breaks new ground by testing the applicability of formal models of adult L3 acquisition of grammar to sequential child L3 learners. It uses aural comprehension and oral production tasks with carefully matched groups of L2 and L3 learners of English to isolate the source of grammatical transfer in L3 acquisition. Significance/Implications: The research advances our understanding of cross-linguistic influence and unravels the dynamics of grammatical transfer in early child multilingualism. It adjudicates between current models of transfer in L3 acquisition in a multiple-methods design, it shows that these models apply to early L3 acquisition of heritage speakers, and it highlights that these models need to be expanded to include factors such as dominance and proficiency in prior languages.

scholarly journals Egg and Jerry

2020 ◽  
Vol 9 ◽  
pp. 31-48
Author(s):  
Giulia Capussotti ◽  
Chiara Meluzzi
Keyword(s):  
Quantitative Analysis ◽  
Qualitative Analysis ◽  
Primary School ◽  
Lexical Knowledge ◽  
General Behavior ◽  
Cognitive Problems ◽  
The Relationship ◽  
Learning English ◽  
At Home

In this paper we present a sociolinguistic research conducted on Italian schoolchildren learning English as LS. Following on from renowned researchers, we focused on a less studied population, that is school-aged monolingual children. Our participants consist in 15 students of a 4th grade class at a primary school in Pavia, all aged around 9 y.o, 7 boys and 8 girls. All children do not present any recorded cognitive problems and they are all Italian L1 speakers with little or no use of other languages at home, and English learnt as LS since the beginning of primary school at age 6. We recorded all children performing a task of re-narration of a “Tom & Jerry” cartoon, firstly in Italian and then, after one week, in English. The corpus consist of about 2h 45’ of recordings, transcribed and annotated in ELAN. Lexical knowledge in English was also tested through a questionnaire before the recordings. The results were analyzed both qualitatively and, partly, quantitatively. During qualitative analysis, two elements were observed: (1) general tendencies in speakers general behavior and (2) differences in the relationship between syntactic-conversational system and gesture system in relation to L1/L2. The quantitative analysis show a difference in the use of beats gestures and iconic ones between L1 and LS, but also between boys and girls. 

Critical Thinking, Autonomy, and Lexical Knowledge of Iranian EFL Learners

2016 ◽  
Vol 6 (4) ◽  
pp. 878
Author(s):  
Sajad Faramarzi ◽  
Atefeh Elekaei ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Pearson Correlation ◽  
Lexical Knowledge ◽  
Efl Learners ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Relationship ◽  
Knowledge Of Learners ◽  
One Way Anova

The present study was conducted in order to identify the relationship among autonomy, critical thinking ability, and lexical knowledge of Iranian EFL learners. 114 male and female learners learning English as a foreign language participated in the present study. The obtained data was analyzed by using Pearson correlation coefficient and One-Way ANOVA. The results of the present study indicated that there was a significant positive relationship between autonomy and lexical knowledge of learners. Moreover, the results of One-Way ANOVA revealed that learners with high critical thinking ability level were the most autonomous learners. Furthermore, learners with high critical thinking ability had high lexical knowledge.

Sign in / Sign up

Export Citation Format

Share Document