Impact of L2 learners' background factors on the perception of L1 Spanish speech

2021 ◽  
Author(s):  
Holly Wheeler ◽  
Okim Kang
Keyword(s):  
Background Factors ◽  
L2 Learners

Background factors in industrial drinking.

1978 ◽  
Author(s):  
A. George Gitter ◽  
Jeff Licht
Keyword(s):  
Background Factors

A Study on the Acquisition Order of Korean L2 Learners’ Chinese Limiting Adverb

2019 ◽  
Vol 30 ◽  
pp. 163-178
Author(s):  
Fei Ding
Keyword(s):  
L2 Learners ◽  
Acquisition Order

The Study of Modal Verb in L2 Learners' Writing: Focusing on Certainty/Uncertainty

2020 ◽  
Vol 26 (1) ◽  
pp. 1-17
Author(s):  
Sungran Koh
Keyword(s):  
On Certainty ◽  
L2 Learners ◽  
Modal Verb

Relative clauses in L2 learners’ spoken Korean.

2018 ◽  
Vol 23 (1) ◽  
pp. 67-90
Author(s):  
Hyeson Park ◽  
Keyword(s):  
Relative Clauses ◽  
L2 Learners

The Effects of Images and Contexts on L2 Learners’ Learning of English Phrasal Verbs

2019 ◽  
Vol 89 ◽  
pp. 47-64
Author(s):  
Hyangsook Park
Keyword(s):  
Phrasal Verbs ◽  
L2 Learners

‘I me Mine’ The Acquisition of Dutch Pronominal Possessives by L1 Children, L2 Children and L2 Adults

2008 ◽  
Vol 155 ◽  
pp. 23-52
Author(s):  
Elma Nap-Kolhoff ◽  
Peter Broeder
Keyword(s):  
Adult Learners ◽  
Young Children ◽  
First Language ◽  
Spontaneous Speech ◽  
L2 Acquisition ◽  
Possessive Constructions ◽  
Speech Data ◽  
L2 Learners ◽  
Dutch Language ◽  
L1 Acquisition

Abstract This study compares pronominal possessive constructions in Dutch first language (L1) acquisition, second language (L2) acquisition by young children, and untutored L2 acquisition by adults. The L2 learners all have Turkish as L1. In longitudinal spontaneous speech data for four L1 learners, seven child L2 learners, and two adult learners, remarkable differences and similarities between the three learner groups were found. In some respects, the child L2 learners develop in a way that is similar to child L1 learners, for instance in the kind of overgeneralisations that they make. However, the child L2 learners also behave like adult L2 learners; i.e., in the pace of the acquisition process, the frequency and persistence of non-target constructions, and the difficulty in acquiring reduced pronouns. The similarities between the child and adult L2 learners are remarkable, because the child L2 learners were only two years old when they started learning Dutch. L2 acquisition before the age of three is often considered to be similar to L1 acquisition. The findings might be attributable to the relatively small amount of Dutch language input the L2 children received.

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