Vocabulary acquisition in Moroccan- and Turkish-heritage children: A comparative study

2016 ◽  
Vol 22 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Marieke Vanbuel ◽  
Anneleen Boderé ◽  
Karen Torfs ◽  
Koen Jaspaert
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Vocabulary Acquisition ◽  
Ethnic Origin ◽  
Linguistic Knowledge ◽  
The Novel ◽  
Minority Children ◽  
Novel Word Learning ◽  
Novel Words

Aims and objectives: In the present study, we investigated whether Moroccan- and Turkish-heritage children living in Flanders, the Dutch-speaking part of Belgium, acquire new Dutch vocabulary to the same extent when they are provided with exactly the same type of language input. Turkish-heritage children seem to have significantly lower language proficiency in Dutch, compared to their Moroccan-heritage peers. Previous studies have shown that existing language skills in the second language can affect sequential bilingual children’s vocabulary acquisition in the second language considerably. Design/methodology/approach: The novel word learning of Moroccan- and Turkish-heritage six-year-olds ( N = 52) was investigated by means of four dynamic storytelling sessions in which six new object labels and six new action words were incorporated. Data and analysis: The children’s conceptual and linguistic knowledge of the novel words was extensively tested. Six analyses of covariance were conducted, with origin as a between-subjects factor and proficiency in Dutch as a covariate. Findings/conclusions: Our findings indicate that Turkish- and Moroccan-heritage children acquired the novel words to almost the same extent when their prior language proficiency in Dutch was taken into account. However, Moroccan-heritage children still outperformed their Turkish-heritage peers, producing the novel object labels. Originality: For this study, we used a methodology specifically developed for this age group. In addition, we statistically controlled for the children’s initial proficiency in Dutch, in order to get a better insight in the actual learning processes of new Dutch vocabulary of Moroccan- and Turkish-heritage children. Significance/implications: Our outcome suggests that initial language proficiency in Dutch is an important predictor of novel vocabulary learning. Furthermore, we argue that linguistic properties of the children’s first language may play a role in second language acquisition, suggesting that a different approach to the stimulation of second language (vocabulary) acquisition in minority children of different ethnic origin may be necessary.

scholarly journals Second language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities

2005 ◽  
Vol 21 (3) ◽  
pp. 199-249 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
First Language ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Heritage Speakers ◽  
L2 Learners ◽  
The Usa ◽  
English Dominant

This study compares the linguistic knowledge of adult second language (L2) learners, who learned the L2 after puberty, with the potentially ‘eroded’ first language (L1) grammars of adult early bilinguals who were exposed to the target language since birth and learned the other language simultaneously, or early in childhood (before age 5). I make two main claims: (1) that the L1 grammar of bilinguals at a given stabilized state (probably endstate) resembles the incomplete (either developing or stabilized) grammars typical of intermediate and advanced stages in L2 acquisition; and (2) that despite similar patterns of performance, when language proficiency is factored in, early bilinguals are better than the L2 learners, probably due to exposure to primary linguistic input early in childhood. I offer empirical evidence from an experimental study testing knowledge of the syntax and semantics of unaccusativity in Spanish, conducted with English-speaking L2 learners and English-dominant Spanish heritage speakers living in the USA. I consider recent treatments of unaccusativity and language attrition within the generative framework (Sorace, 1999; 2000a; 2000b), that offer a unifying account of the formal parallels observed between these two populations I discuss how input, use and age may explain differences and similarities in the linguistic attainment of the two groups.

Neuroplasticity of second language vocabulary acquisition

2021 ◽  
Vol 12 (1) ◽  
pp. 54-81
Author(s):  
Frédéric Isel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Vocabulary Acquisition ◽  
Second Language Learners ◽  
Brain Structures ◽  
Linguistic Knowledge ◽  
Short Term ◽  
Strong Argument ◽  
Linguistic Experience ◽  
Theoretical Approaches

Abstract The present article reviews a series of selected functional and structural magnetic resonance imaging (MRI) studies focusing on the neuroplasticity of second language vocabulary acquisition as a function of linguistic experience. A clear-cut picture emerging from the review is that brain changes induced by second language vocabulary acquisition are observed at both functional and structural levels. Importantly, second language experience is even able to shape brain structures in short-term training of a few weeks. The evidence that linguistic experience can sculpt the brain in late second language learners, and even solely after a short-term laboratory training, constitutes a strong argument against theoretical approaches postulating that environmental factors are relatively unimportant for language development. Rather, combined neuroimaging data lend support to the determining role of linguistic experience in linguistic knowledge emergence during second language acquisition, at least at the lexical level.

Second Language Acquisition in Pre-School Playgroups and its Relation to Later School Success

2005 ◽  
Vol 4 (3) ◽  
pp. 243-255 ◽  
Author(s):  
Elma Nap-Kolhoff ◽  
Roel Van Steensel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Ethnic Minority ◽  
Language Proficiency ◽  
Qualitative Data ◽  
Current Practice ◽  
First Language ◽  
Minority Children ◽  
Comprehension Skills ◽  
Ethnic Minority Children

Using a combination of quantitative and qualitative data, the authors focused on the relation between pre-school classroom experiences and the development of later comprehension skills in ethnic minority children whose first language is different from the language they learn in (pre-)school. In Study 1, the relation between pre-school playgroup participation and later comprehension skills (some two to four years after playgroup participation) was investigated. The results did not reveal any effect of playgroup participation. At least two explanations for this lack of effect are possible: (i) taking part in playgroups did not contribute to comprehension skills at all; (ii) taking part in playgroups did affect comprehension skills, but this effect diminished. Aiming to find support for either of these hypotheses, in Study 2 the authors took a closer, qualitative, look at what actually happens in preschool playgroups. The findings provided some indications of the acquisition of comprehension skills toward the end of the playgroup period, but this proved to be highly dependent on children's general language proficiency. The combined outcomes of these studies suggest that, if ethnic minority children are to benefit from taking part in playgroups, they need to have at least a basic proficiency in the second language, or playgroups need to change their current practice. However, as many of these children presumably arrive in playgroups without such a basic proficiency, they will probably fail to profit sufficiently from the stimulating environment provided there.

Motivational and cultural correlates of second language acquisition

2008 ◽  
Vol 31 (2) ◽  
pp. 17.1-17.22 ◽  
Author(s):  
Baohua Yu ◽  
David A. Watkins
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Chinese Culture ◽  
Chinese Language ◽  
Language Anxiety ◽  
Student Group ◽  
Asian Student ◽  
Student Groups

The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed. The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

scholarly journals Age and Second Language Acquisition in Adulthood: The Learning Experiences and Perceptions of Women Immigrants

1999 ◽  
Vol 16 (2) ◽  
pp. 01 ◽  
Author(s):  
Wendy Wang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Adult Learners ◽  
Language Proficiency ◽  
Classroom Practice ◽  
Age Of Onset ◽  
L2 Acquisition ◽  
Language Curriculum ◽  
The Social

Although considerable evidence indicates that age of onset for second language acquisition is related to second-language proficiency outcomes among adult learners Jew studies have actually looked at how adult learners of different ages experience and perceive second language acquisition. This study presents 30 women immigrant learners' accounts of their experiences and perceptions of learning English as a second language in the Canadian context. Findings from this study reveal the complexity of adult L2 acquisition, which involves factors pertaining not only to the learners themselves, but also to the social context in which the second language is learned. Implications of these findings are discussed in relation to the second language curriculum development and classroom practice.

Do second language learners acquire restrictive relative clauses on the basis of relational or configurational information? The acquisition of French subject, direct object and genitive restrictive relative clauses by second language learners

1989 ◽  
Vol 5 (2) ◽  
pp. 156-188 ◽  
Author(s):  
Roger Hawkins
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Relative Clauses ◽  
Second Language Learners ◽  
Linguistic Knowledge ◽  
Linear Ordering ◽  
Restrictive Relative Clauses ◽  
The Way

Much of the work on the second language acquisition of restrictive relative clauses has made reference to the similarities between learners' order of diffi culty and Keenan and Comrie's (1977) typologically determined noun phrase accessibility hierarchy for relativisation (AH). There has been little considera tion, however, of whether this 'theory of markedness' (for that is the implica tion of citing the AH in the context of second language learning) actually determines the way that second language learners develop rules for restrictive relative clauses. The present study examines the way that learners of L2 French construct rules for French relativiser morphology from this perspective. It is found that there is no evidence to support the view that learners make use of a theory of markedness like the AH in constructing such rules. Rather, learners appear to construct rules on the basis of the linear ordering of the constituents of restrictive relative clauses in surface configurations. From the evidence it is suggested that 'markedness' in the development of L2 restrictive relative clauses is not a feature of the grammatical component of learners' linguistic knowledge, but is a feature of their L2 processing capacity.

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