Brown, Steven, & JeniferLarson-Hall. (Eds.). Second Language Acquisition Myths: Applying Second language Research to Classroom Teaching. Ann Arbor, MI: University of Michigan Press, 2012. Pp. viii, 199. $23.00, paper. ISBN 978-0-472-03-498-7.

2013 ◽  
Vol 97 (4) ◽  
pp. 1002-1003
Author(s):  
Erin Mikulec
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Classroom Teaching ◽  
University Of Michigan ◽  
Language Research ◽  
Ann Arbor

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

Natural Phonology and Second Language Acquisition

1996 ◽  
Vol 55 ◽  
pp. 9-21
Author(s):  
Niclas Abrahamsson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
First Language Acquisition ◽  
Original Theory ◽  
Preliminary Model ◽  
Language Research ◽  
Promising Application ◽  
Phonetic Value

This paper looks at whether Natural Phonology can be directly applied to second language acquisition. First, the original theory, as presented by Stampe and Donegan in the 1970s, is outlined. Secondly, its application to first language acquisition is presented, as this is highly crucial for the following discussion on the naturalness of second language phonology. Thirdly, an attempt is made to establish a preliminary model of the application to second language speech. Findings indicate that Natural Phonology is able to, if not resolve, then at least shed some light on a controversial issue in second language research, namely the distinction between interference and development. With the dichotomy of processes vs. rules offered by Natural Phonology, and hence the interpretation of deviations in second language research as the result of failure of suppression and limitation of processes (instead of as the result of interference from LI phonological rules), the interference/ development distinction collapses. In addition, a principle of closest phonetic value' is postulated in order to explain substitutional variation across learners with differing LI backgrounds. Although highly promising, application of Natural Phonology to second language issues also raises inherent problems in the original theory that need to be resolved. Instead of the notions of innateness and latency of processes proposed by Stampean Natural Phonology, in this paper, suggestions are made concerning the brain's early programming of processes in the form of a model which covers both first and second language acquisition.

scholarly journals LANGUAGE GAMIFICATION IN ESL CLASSROOM: TEACHING PERSPECTIVE

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Eliyas S. Mohandas ◽  
Anealka Aziz Hussin ◽  
Tuan Sarifah Aini Syed Ahmad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Language Games ◽  
Long Run ◽  
Esl Classroom

Language games have always been the reinforcement activities in second language acquisition. Such activities will not only help the learners to retain the knowledge but to ensure the sustainability of it for a long run. It was not until the early 2000s when researchers began to carry out studies on online language games. Soon after, the terminology of Language Gamification came into perspective. This paper discusses on the notion of language gamification from a teaching perspective. It starts by discussing the related theories on language gamification and second language acquisition before moving to discussing on creating gamification in classroom. This paper is also set to disclose the ramifications of language gamifications in teaching and learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

The epistemological status of second language acquisition

1986 ◽  
Vol 2 (2) ◽  
pp. 120-159 ◽  
Author(s):  
Bonnie D. Schwartz
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Linguistic Theory ◽  
Linguistic Knowledge ◽  
Philosophical Debate ◽  
Language Research ◽  
Epistemological Status ◽  
Generative Approach ◽  
Epistemological Basis

In this paper I argue for the necessity of recognizing the epistemological basis of language (and hence of linguistic theory) for research in and theories of second language acquisition. In particular, I review the arguments for a generative approach to linguistic theory (e.g. Chomsky, 1965, 1975, 1981) and for why language as a system of knowledge must be distinct from other sorts of know ledge (Fodor, 1983), with the purpose of clarifying many misconceptions that seem to have arisen with respect to the work in generative grammar over the last 20 years. After doing this I argue that the null hypothesis for second language acquisition is, as concerns its mental representation of linguistic knowledge, that its epistemological status should be assumed to be the same as that of L 1 until proven otherwise. I then demonstrate how SLA theory (e.g. Krashen, 1981) can be elucidated by subsuming (parts of) L2 under linguistic theory with its firm epistemological basis, and how, in particular, one could empirically test Krashen's theory as well as any other theory of SLA that assumes L 1 and L2 to be epistemologically equivalent. In addition I discuss the need for researchers to consider the special epistemological status of linguistic knowledge before prescribing L2 pedagogy. In sum this is a paper that takes a step back into the philosophical debate concerning the mental status of language in general in order for us to be able to take a step forward in second language research in particular.

Relevance: communication and cognition

2000 ◽  
Vol 16 (1) ◽  
pp. 77-92 ◽  
Author(s):  
Susan H. Foster-Cohen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Comprehension ◽  
Relevance Theory ◽  
Review Article ◽  
Vantage Point ◽  
Language Research

This review article outlines the major tenets of Relevance Theory as presented in the original book (1986) and in the second edition (1995). Each chapter summary is followed by a brief exploration of the points of contact between Sperber and Wilson's ideas and second language research. In some cases this leads to new predictions, in other cases it suffices to point out parallel discussions, which might profit from a Relevance Theory vantage point. It is concluded that Relevance Theory can be usefully exploited to understand second language comprehension and, perhaps, to understand second language acquisition.

Accounting for the asymmetrical interpretation of thematic and non-thematic verbs in L2 English

2019 ◽  
Vol 57 (3) ◽  
pp. 327-353
Author(s):  
Stano Kong
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native English Speakers ◽  
Initial State ◽  
Chinese Speakers ◽  
Syntactic Features ◽  
Language Research ◽  
L2 Development

Abstract This study presents data from an experiment on the interpretation of thematic and non-thematic verbs in second language (L2) English by three groups of adult native Chinese speakers and a group of native English speakers. English allows non-thematic verbs to raise but requires thematic verbs to remain in-situ. In contrast, neither thematic nor non-thematic verbs are allowed to raise in Chinese. The results indicate that there is a discrepancy between native and non-native mental representations of the grammars concerned; whereas native grammars require English thematic verbs to remain in-situ but allow non-thematic verbs to raise, neither thematic nor non-thematic verbs are allowed to raise in learners L2 English grammars. Results of the study argue against the Valueless Features Hypothesis (Eubank 1993/94. On the transfer of parametric values in L2 development. Language Acquisition 3. 183–208, 1994. Optionality and the initial state in L2 development. In T. Hoekstra & B. Schwartz (eds), Language acquisition studies in generative grammar: Papers in Honour of Kenneth Wexler from the 1991 GLOW Workshop, 369–388. Amsterdam: John Benjamins, 1996. Negation in early German-English interlanguage: More valueless features in the L2 initial state. Second Language Research 12. 73–106.), which posits that the L1 syntactic features of INFL are initially inert and are not transferred. Instead, the results support the Interpretability Hypothesis (Tsimpli and Dimitrakopoulou 2007. The interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research 23. 215–242.), which argues for the inaccessibility of uninterpretable syntactic features beyond a critical period. In particular, it is argued that uninterpretable syntactic features not selected during early stages of primary language acquisition become inaccessible in subsequent language acquisition. The results suggest that there may be cases where apparent target-like performance conceals non-target-like underlying competence.

A Multiple Word Association Probe in Second Language Acquisition Research

1987 ◽  
Vol 9 (2) ◽  
pp. 141-154 ◽  
Author(s):  
Heleen Kruse ◽  
James Pankhurst ◽  
Michael Sharwood Smith
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Word Association ◽  
Measuring Instruments ◽  
Word Association Test ◽  
Language Research ◽  
History Of ◽  
Computer Controlled

The background to word association tests is described, their potential relevance to second language research considered, and the history of their use as L2 measuring instruments reviewed. A computer-controlled word association test is described, its reliability established, and its validity as a measure of language proficiency established by means of comparison with other tests.

Second language acquisition and linguistics: A bidirectional perspective

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Patti Spinner ◽  
Susan Gass
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Noun Phrase ◽  
Language Research ◽  
Bidirectional Relationship ◽  
Different Types ◽  
Language Data ◽  
And Linguistics ◽  
Shed Light

AbstractWe argue for a bidirectional relationship between second language research and linguistic theories. It is our belief that SLA research should look to linguistics for concepts and models that provide a basis upon which to make hypotheses, conduct data analysis, and draw conclusions, and we also believe that linguistic theorists can develop and improve their understanding of linguistic concepts and models by examining the results from SLA studies. In this paper, we present arguments in favor of this approach, with examples from two different types of linguistic universals: the Noun Phrase Accessibility Hierarchy and features such as tense and number. Second language acquisition data have been used to provide evidence for the Noun Phrase Accessibility Hierarchy and provide a way to understand areas in which its predictions are not met. Similarly, second language data provide us with a view of what happens when there is a contrast between features in a speaker’s native language and the language being learned. The data thus may shed light on the universality of features, in addition to how features are represented, parsed, and processed. In both cases, we argue that second language data are valuable when examining certain linguistic questions because they illuminate areas of conflict or mismatch between two linguistic systems.

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