scholarly journals Adult learners’ retention of collocations from exposure

2010 ◽  
Vol 26 (2) ◽  
pp. 163-188 ◽  
Author(s):  
Philip Durrant ◽  
Norbert Schmitt
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Language Use ◽  
Second Language Learners ◽  
Formulaic Language ◽  
Approach To Learning ◽  
Crucial Difference

Formulaic language is widely recognized to be of central importance to fluent and idiomatic language use. However, the mechanics of how formulaic language is acquired are not well understood. Some researchers (e.g. Nick Ellis) believe that the chunking inherent in formulaic language drives the language learning process. Others (e.g. Wray) claim that adult second language learners take an essentially non-formulaic approach to language learning, analysing their input into individual words and not retaining information about what words appear together. If the second model is right, it represents a crucial difference between child first and adult second language learning. This ‘non-formulaic’ model is tested here through a lab-based study of collocation learning. Our findings indicate that, contrary to the model, adult second language learners do retain information about what words appear together in their input. This suggests that any shortfall in non-natives’ knowledge of collocational associations between words is due to inadequate input, rather than a non-nativelike approach to learning. The study also examines the effects of different forms of repetition on collocation acquisition and draws conclusions regarding pedagogical activities for learning.

Googleology for second language learning

2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Skills ◽  
Linguistic Research ◽  
Advanced Search ◽  
The World ◽  
Google Search

Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.

Reading strategy training in second language contexts

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
First Language ◽  
Learning Difficulties ◽  
Reading Strategy ◽  
Strategy Training ◽  
Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

scholarly journals The effects of Age of Acquisition on an L2 learner’s Ultimate Attainment

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Xinlu Li
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Critical Period ◽  
Second Language Learners ◽  
Previous Analysis ◽  
Learning Ability ◽  
Controversial Topic ◽  
Ultimate Attainment

This paper focuses on generalizing different theories towards the age effect on the ultimate attainment of second language learners since it has long been a controversial topic in researchers’ mind. In this paper, it gives evidences on cases in favor of the Critical Period Hypothesis, which claimed the loss of language learning ability after puberty and presents counter-evidences on the successful acquisition of second language in adult learners. It has reached into a conclusion that consists the viewpoint drawn on previous analysis and confirmed the possibility in ultimate second language attainment for late learners.

Translingual and Digital Ecologies

2016 ◽  
pp. 149-163
Author(s):  
Jialei Jiang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Composition Classrooms ◽  
Ontological Shift ◽  
Pedagogical Approaches

Scholarship in cloud pedagogy has provided intriguing lenses through which researchers enhance pedagogical approaches for digital composition classrooms. However, there is a lack of discussion on how cloud pedagogy could be employed to benefit second language learners of writing. Scholars in both digital and translingual areas of research have touched on conceptualizing their theories through multimodal, collaborative, and ecological perspectives of writing. Therefore, this article looks into the theories and practices of translingualism, and explore how translingual writing can be merged and integrated into the multimodal applications of cloud-based learning. Following and expanding the practices of digital composition, this paper aims to argue for an ontological shift to a translingual view of cloud-based writing and examine how it informs second language learning.

Translingual and Digital Ecologies

2020 ◽  
pp. 818-832
Author(s):  
Jialei Jiang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Composition Classrooms ◽  
Ontological Shift ◽  
Pedagogical Approaches

Scholarship in cloud pedagogy has provided intriguing lenses through which researchers enhance pedagogical approaches for digital composition classrooms. However, there is a lack of discussion on how cloud pedagogy could be employed to benefit second language learners of writing. Scholars in both digital and translingual areas of research have touched on conceptualizing their theories through multimodal, collaborative, and ecological perspectives of writing. Therefore, this article looks into the theories and practices of translingualism, and explore how translingual writing can be merged and integrated into the multimodal applications of cloud-based learning. Following and expanding the practices of digital composition, this paper aims to argue for an ontological shift to a translingual view of cloud-based writing and examine how it informs second language learning.

scholarly journals Four Ways to Get Tangled Up in Russian

2014 ◽  
Vol 17 ◽  
pp. 19
Author(s):  
Maria Nordrum
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Internal Argument ◽  
Two Factors ◽  
Great Relevance

In this paper I will analyze the four Natural Perfectives of the simplex verb путатьipf ‘tangle up’, namely впутатьpf, спутатьpf, перепутатьpf and запутатьpf. According to Janda et al. (2013:103), “prefix variation” is a phenomenon that applies to 27% of all Russian verbs and is caused by the ability of prefixes to “focus the meanings of a simplex verb in different ways” (op. cit.:162). My question is: Is it possible to predict the choice of prefix when there is prefix variation? And, if yes: How? My hypothesis is that the choice of prefix largely depends on the construction in which the verb appears and the semantics of its internal argument. Thus, I consider two factors in my analysis: Factor 1 Constructions and Factor 2 Semantics of the Internal Argument. My findings indicate that both factors are vital and, more specifically, that the choice of prefix for this verb to a large extent can be predicted by six tendencies that I will discuss thoroughly.I will argue that these six tendencies are of great relevance to second language learners, like myself, who often find themselves confused at the number of prefixes and, more specifically, Natural Perfectives available for a given verb. The topic of this paper has been born from a desire to gain insight with practical value in second language learning.

scholarly journals Metaphorical language in second language learners' essays: Products and processes

2021 ◽  
Author(s):  
◽  
Đoan Hạ Thị Hoàng
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Use ◽  
Second Language Learners ◽  
Second Phase ◽  
Two Phase ◽  
Metaphorical Language ◽  
Using Data ◽  
L2 Vocabulary

<p>This two-phase project investigated metaphorical language use in second language learners’ essays from both perspectives of products and processes. The first phase relied on text analysis to examine the patterns of metaphorical language use in 396 undergraduate essays at four different year levels, focusing on the metaphoricity and the phraseology of their metaphorical language. The study has shown that there were differences in metaphorical language use at different year levels. Metaphorical language use was also found to correlate with writing grades. Conventional metaphorical language use, in particular, significantly explained writing grades.  The second phase explored the learners’ thoughts behind their written production of metaphorical language using data from computer-logged keystrokes and stimulated retrospective interviews. It was found that there was a relationship between the locations and durations of the pauses and the metaphoricity and phraseology of the metaphorical language the participants produced. The study has shown that learners had low awareness of the metaphorical nature of the language they used, and that the underlying thoughts behind their metaphorical language use involved more non-metaphoric than metaphoric thinking.  The project has added new knowledge to current scholarship of metaphor in second language learning and has significant implications for the teaching of L2 vocabulary and writing.</p>

scholarly journals Which type of instruction fosters chunk learning? Preliminary conclusions

2018 ◽  
Vol 13 (1) ◽  
pp. 133
Author(s):  
Mercedes Pérez Serrano
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Learning Gains ◽  
Formulaic Language ◽  
L2 Learners ◽  
Lexical Approach

<p>Formulaic language learning has been shown to be problematic and slow in adult L2 learners. In this study, we test some of the recommendations of a lexical approach. We compare the results of the implementation of chunk attention-directing techniques and explicit exercises of previously selected chunks in 52 Spanish as a second language learners over a period of seven weeks. In light of the results obtained, we can conclude that (1) exposure to lexical chunks, chunk noticing in the input and explicit exercises contribute to the development of abilities in the active recognition of chunks, and (2) learning gains obtained through explicit exercises are significantly greater than those obtained through attention-directing techniques.</p>

scholarly journals The development of shared syntax in second language learning

2015 ◽  
Vol 20 (2) ◽  
pp. 219-234 ◽  
Author(s):  
ROBERT J. HARTSUIKER ◽  
SARAH BERNOLET
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Explicit Memory ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Structural Priming ◽  
Priming Effects ◽  
Memory Processes ◽  
L1 And L2

According to Hartsuiker et al.'s (2004) shared-syntax account bilinguals share syntactic representations across languages whenever these representations are similar enough. But how does such a system develop in the course of second language (L2) learning? We will review recent work on cross-linguistic structural priming, which considered priming in early second language learners and late second language learners as a function of proficiency. We will then sketch our account of L2 syntactic acquisition. We assume an early phase in which the learner relies on transfer from L1 and imitation, followed by phases in which language- and item-specific syntactic representations are added and in which such representations become increasingly abstract. We argue that structural priming effects in L2 (and between L1 and L2) depend on the structure of this developing network but also on explicit memory processes. We speculate that these memory processes might aid the formation of new representations.

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