scholarly journals Within- and between-language competition in adult second language learners: implications for language proficiency

2021 ◽  
pp. 1-17
Author(s):  
McCall E. Sarrett ◽  
Christine Shea ◽  
Bob McMurray
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Language Competition

scholarly journals Within- and between-language competition in adult second language learners: implications for language proficiency

2020 ◽  
Author(s):  
McCall E Sarrett ◽  
Christine Shea ◽  
Bob McMurray
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Spoken Word Recognition ◽  
Lexical Competition ◽  
Developmental Progression ◽  
Language Competition ◽  
L2 Learners ◽  
Proficiency Assessment

Second language (L2) learners must not only acquire L2 knowledge (i.e. vocabulary and grammar), but they must also rapidly access this knowledge. In monolinguals, efficient spoken word recognition is accomplished via lexical competition, by which listeners activate a range of candidates that compete for recognition as the signal unfolds. We examined this in adult L2 learners, investigating lexical competition both amongst words of the L2, and between L2 and native language (L1) words. Adult L2 learners (N=33) in their third semester of college Spanish completed a cross-linguistic Visual World Paradigm task to assess lexical activation, along with proficiency assessment (LexTALE-Esp). L2 learners showed typical incremental processing activating both within-L2 and cross-linguistic competitors, similar to fluent bilinguals. Proficiency correlated with both the speed of activating the target (which prior work links to the developmental progression in L1) and the degree to which competition ultimately resolves (linked to robustness of the lexicon).

Mustafa op de Mavo

1985 ◽  
Vol 22 ◽  
pp. 65-72
Author(s):  
René Appel
Keyword(s):  
Second Language ◽  
Secondary Education ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Minority Groups ◽  
Linguistic Minority ◽  
Communicative Skills ◽  
Cognitive Academic Language Proficiency ◽  
Dutch Language

In this article the results of an explorative study of the Dutch language proficiency of advanced second-language learners are presented. The proficiency in Dutch of a group of 17 students from non-indigeneous linguistic minority groups was compared with the Dutch proficiency of 17 native age-mates. In each group, 16 of the 17 students went to a 'MAV0', an intermediate level of secondary education. Their Dutch language skills were measured by analyzing spontaneous language samples and by administering some tests. In general, the second-language learners (the A-group) were shown to have a lower Dutch language proficiency than the native students (the N-group), and especially with respect to their scores on the tests. It was tentatively concluded that the students from the Α-group had a Dutch language deficiency in the area of Cognitive Academic Language Proficiency. Their Basic Interpersonal Communicative Skills (the concepts CALP and BICS are borrowed from Cummins' theoretical framework) were more or less similar to the skills of native Dutch students. Students from linguistic minority groups might succeed in higher levels of secondary education if their CALP were brought to a higher level, since CALP correlates strongly with the kind of language proficiency demanded in school.

Creating an Online Assessment Test for Heritage Learners of Russian

2012 ◽  
Vol 9 (2) ◽  
pp. 222-244 ◽  
Author(s):  
Julia Titus
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Heritage Learners ◽  
Linguistic Performance ◽  
Testing Tools ◽  
Starting Point ◽  
Grammar Tests ◽  
Traditional Grammar

This paper examines the differences between second-language learners and heritage learners of Russian in terms of their linguistic performance, a finding supported by current research (Andrews, 2001; Kagan & Dillon, 2001/2003), examines the implications of these differences for the creation of testing tools, and offers a sample of a test designed for the author’s Russian for Heritage Learners course. Also discussed are the drawbacks of applying traditional grammar tests created for second-language classes to heritage-language-classroom settings and the inability of these types of tests to reflect the unique language strengths of heritage learners. The American Council on the Teaching of Foreign Language proficiency guidelines are suggested as a starting point in creating an assessment test for heritage learners.

Cognitive, linguistic, and contextual factors in Norwegian second language learner's narrative production

2015 ◽  
Vol 37 (5) ◽  
pp. 1117-1145 ◽  
Author(s):  
JANNICKE KARLSEN ◽  
ESTHER GEVA ◽  
SOLVEIG-ALMA LYSTER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Contextual Factors ◽  
Kindergarten Children ◽  
Book Reading ◽  
Cognitive Linguistic ◽  
Narrative Production ◽  
Books In The Home

ABSTRACTThe present study investigated the contribution of cognitive, linguistic, and contextual factors to the narrative production of Norwegian second language learners. We assessed cognitive ability and first and second language proficiency in 66 kindergarten children with Urdu/Punjabi as their first language. Number of children's books in the home and time spent in kindergarten were treated as contextual factors. Oral narration was assessed in Grade 1. A series of fixed-order hierarchical regression analyses displayed a complex relationship among cognitive, linguistic, and contextual factors and various facets of narrative production of young second language learners; nonverbal ability and books in the home predicted the mastering of story (macro)structure, while linguistic (vocabulary and grammar) and both contextual variables predicted microaspects of narrative proficiency. The results suggest that combining home book reading practices, kindergarten attendance, and second language interventions might improve language minority children's narrative production and chances of school success.

Sign in / Sign up

Export Citation Format

Share Document