Task-based second language learning: the uses of the first language

2000 ◽  
Vol 4 (3) ◽  
pp. 251-274 ◽  
Author(s):  
Merrill Swain ◽  
Sharon Lapkin
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Literacy in a Second Language

1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Learning Context ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Learning Contexts ◽  
Language Literacy ◽  
Do So

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)

First and Second Language Learning: Same or Different?

1976 ◽  
Vol 158 (2) ◽  
pp. 39-54 ◽  
Author(s):  
John Macnamara
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Mother Tongue ◽  
First Language ◽  
Research Data ◽  
Language Teachers ◽  
Practical Guidelines ◽  
Considerable Body

The thesis of the following paper is that the process of learning a second language, if it produces successful results, is the same as that of learning a first language. The paper reviews various objections that have been raised against this thesis, and it discusses the considerable body of research which explores it. It examines the appropriateness of the research data for throwing light on the validity of the thesis. It concludes with some practical guidelines for language teachers drawn from observations of babies learning their mother tongue.

Learning Arabic Through Language of Journalism

2019 ◽  
pp. 1837-1867
Author(s):  
Mai Samir El-Falaky
Keyword(s):  
Second Language ◽  
Mass Media ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
First Language ◽  
Language Teachers ◽  
Natural Context ◽  
Direct Exposure ◽  
Lexical Items

Second language learning requires more than memorizing rules and vocabulary detached from contexts. Language teachers have to encourage the exposure to real context to enable their students to ‘acquire' the language in the same way they acquire their first language. This could entail an unconscious induction called ‘analogy'. Analogy may enable language learners to create neologisms for the purpose of communicating. This could also enable them to obtain a better understanding of lexical items in context. This chapter highlights the benefits of direct exposure to neologisms in journalistic texts, which influences learners' morphological choice. Mass media in general and journalism in particular are thought to be a perfect means of learning any language in its natural context.

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.

What Causes Avoidance in L2 Learning

1993 ◽  
Vol 15 (1) ◽  
pp. 35-48 ◽  
Author(s):  
Batia Laufer ◽  
Stig Eliasson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Choice Test ◽  
Single Word ◽  
Phrasal Verbs ◽  
Verb Forms ◽  
Intrinsic Complexity ◽  
Main Factor

Among the structural and lexical factors claimed to account for avoidance in second language learning are (a) cross-linguistic difference, (b) cross-linguistic similarity, and (c) intrinsic complexity of the second language features avoided. This paper examines patterns of avoidance and preference for phrasal verbs or equivalent single-word verbs among Swedish learners of English. We assumed that if the subjects avoided English phrasal verbs, particularly the figurative ones, even though phrasal verbs exist in Swedish, this would indicate that inherent semantic difficulty of second language forms was the main factor contributing to the avoidance behavior. If, on the other hand, the learners did not show any preference for one-word verb forms in English, or indeed favored the phrasal forms, this would support the assumption that avoidance or nonavoidance depends largely on differences or similarities between the native and the foreign language.A multiple-choice test and a translation test were given to two groups of advanced Swedish-speaking learners of English. Each test consisted of 20 sentences, allowing for the choice of either a phrasal or a synonymous single-word verb. The test answers showed that the Swedish learners avoided neither phrasal verbs in general nor the figurative ones in particular, regardless of whether the verbs were similar to, or different from, their Swedish translation equivalents. Furthermore, the results were compared to the avoidance patterns of a group of advanced Hebrew-speaking learners of English. From the comparison it emerged that the Swedish learners usedsignificantly more phrasal verbs than the Israelis, notably figurative ones. These results suggest that the avoidance is determined more by a systemic incongruence between the first language (L1) and the second language (L2) than by the inherent difficulty of L2 forms.

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