scholarly journals EFL learners’ strategy use during task-based interaction in Second Life

2016 ◽  
Author(s):  
Julian ChengChiang Chen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processing ◽  
Second Life ◽  
Strategy Use ◽  
Efl Learners ◽  
Topic Shift ◽  
Efl Students ◽  
Voice Chat

Motivated by theoretical and pedagogical concerns that the link between second language (L2) learners’ second language acquisition (SLA) and language use in 3D multi-user virtual environments (MUVEs) is still not fully connected in current SLA literature, this study examined the patterns of English as a foreign language (EFL) learners’ employment of communication strategies during task-based interaction in Second Life (SL). Nine adult EFL learners worldwide were recruited, and they used their avatars to negotiate meaning with peers in interactional tasks via voice chat in SL. Results reveal that confirmation checks, clarification requests, and comprehension checks were the most frequently used strategies. Other types of strategy use were also discovered, such as a request for help, self-correction, and topic shift – accompanied by a metacognitive strategy and spell-out-the-word that had not been previously documented in task-based research in 3D MUVEs. This study demonstrated that SL could offer an optimal venue for EFL learners’ language acquisition to take place and prompt their cognitive processing during task-based interaction. Additionally, 3D multimodal resources afforded by SL provide additional visual support for EFL students’ input acquisition and output modifications. A call for more research on voice-based task interaction in 3D MUVEs is also needed.

scholarly journals The Premature Use of English Grammar by EFL Learners

2015 ◽  
Vol 10 (1) ◽  
pp. 103
Author(s):  
Nur Mukminatien
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
Writing Performance ◽  
Efl Learners ◽  
English Grammar ◽  
Error Corrections

The roles of conscious learning and error corrections have been questioned since the development of communicative approaches to language teaching, along with theoretical and empirical insights from Second Language Acquisition (SLA) research. Whether overt learning really helps the learner produce better L2 performance is a mystery. This article describes the premature use of English Grammar by EFL learners as shown on their writing performance. It also reviews theoretical insights from SLA theories to uncover the mystery.

scholarly journals Topic prominence in Chinese EFL learners’ interlanguage

2014 ◽  
Vol 4 (1) ◽  
pp. 109-125 ◽  
Author(s):  
Shaopeng Li ◽  
Lianrui Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Main Topic ◽  
Efl Learners ◽  
Acquisition Process ◽  
Chinese Learners ◽  
Zero Anaphora ◽  
Interlanguage Development ◽  
Chinese Learners Of English

The present study aims to investigate the general characteristics of topicprominent typological interlanguage development of Chinese learners of English in terms of acquiring subject-prominent English structures from a discourse perspective. Topic structures mainly appear in Chinese discourse in the form of topic chains (Wang, 2002; 2004). The research target are the topic chain, which is the main topic-prominent structure in Chinese discourse, and zero anaphora, which is the most common topic anaphora in the topic chain. Two important findings emerged from the present study. First, the characteristics of Chinese topic chains are transferrable to the interlanguage of Chinese EFL learners, thus resulting in overgeneralization of the zero anaphora. Second, the interlanguage discourse of Chinese EFL learners reflects a change of the second language acquisition process from topic-prominence to subject-prominence, thus lending support to the discourse transfer hypothesis.

scholarly journals A Study on the Effect of Age on the Representation and Processing of Second Language Grammar Achievement

2016 ◽  
Vol 4 (2) ◽  
pp. 223 ◽  
Author(s):  
Mohsen Ashraf Ganjoee ◽  
Mehry Haddad Narafshan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Period ◽  
Sensitive Period ◽  
Placement Test ◽  
Efl Learners ◽  
Grammar Learning ◽  
Post Test ◽  
Effect Of Age

<p><em>Learners considering their age (children &amp; adults) differ fundamentally, and these differences can affect the second language acquisition. This study aimed at investigating the effect of age on EFL learners’ grammar achievement. Oxford placement test was used to homogenize the participants. Based on the oxford placement test, the students were homogenized as the beginner ones and then they were distributed into two groups of children and adults each containing 50 students. In order to see the effect of age on EFL learners’ grammar achievement, oxford grammar test was used as a pre-test and post-test (</em><em>simple present, present continuous &amp; to be verbs)</em><em> in both groups. The results revealed that there is not a critical period, but a sensitive period for second language grammar learning, and adults can show to be better learners in case of grammar achievement. </em><em></em></p>

On null arguments and phi-features in second language acquisition

2020 ◽  
Vol 36 (2) ◽  
pp. 179-223
Author(s):  
Yoichi Miyamoto ◽  
Kazumi Yamada
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
Universal Grammar ◽  
Feature Learning ◽  
General Meeting ◽  
Efl Learners ◽  
Argument Ellipsis ◽  
Null Arguments

AbstractSaito, Mamoru. 2007. Notes on East Asian argument ellipsis. Language Research 43. 203–227 argues that argument ellipsis (AE) is available only in languages that lack phi-feature agreement. Accordingly, Japanese, but not English, permits AE. Under Saito’s theoretical framework, this paper compares experimental data from L1 Japanese learners of L2 English (J-EFL) and L1 English learners of L2 Japanese (E-JFL). Given that sloppy and quantificational reading arises from an ellipsis operation (Hankamer, Jorge & Sag, Ivan. 1976. Deep and surface anaphora. Linguistic Inquiry 7. 391–426, Takahashi, Daiko. 2008. Noun phrase ellipsis. In Miyagawa, Shigeru & Saito, Mamoru (eds.), The Oxford handbook of Japanese linguistics, 394–422. Oxford: Oxford University Press, among others), we hypothesize that J-EFL learners, but not E-JFL learners, allow the reading in point with null arguments: AE is available only in the grammar of J-EFL learners, forced by the lack of phi-features in their L2 English grammar, due to L1 transfer. The results from our main study adopting a truth value judgement task supported the hypothesis. Based on our finding, we suggest that correct L2 phi-feature specification can ultimately be obtained when no phi-features are present in L1 (Ishino, Nao. 2012. Feature transfer and feature learning in universal grammar: A comparative study of the syntactic mechanism for second language acquisition. Doctoral dissertation: Kwansei Gakuin University, Miyamoto, Yoichi. 2012. Dainigengo-ni okeru hikenzaiteki-na yōso-ni kansuru Ichikōsatsu [A study on null elements in second language acquisition]. Paper presented at the 84th ELSJ annual general meeting: Senshu University, 26 May).

Negotiation of meaning in child-child vs. adult-adult interactions: Evidence from low proficiency EFL learners

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Raúl Azpilicueta-Martinez
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Age Groups ◽  
Central Issue ◽  
Negotiation Of Meaning ◽  
Main Claim ◽  
Efl Learners ◽  
The Relationship

Abstract Although adult and child differences have been a central issue in Second Language Acquisition (SLA) little is still known about the relationship between age and interaction. Within the interactionist framework, whose main claim is that conversation, especially when it generates negotiation of meaning, facilitates learning, researchers have suggested that children negotiate less than adults, at different rates and producing fewer moves to check comprehension. However, these claims have been made by comparing children and adults from different studies. In order to offer a more reliable comparison, we examine the interactions of 14 adults and 20 children, at similar levels of proficiency, performing a communicative oral task with (level and age) matched peers. Unlike suggested, children produce as much negotiation of meaning as adults and both age groups primarily use their moves to prevent misunderstandings. In light of these results, some previous claims are questioned and refined.

scholarly journals Second Language Acquisition: A Framework and Historical Background on Its Research

2020 ◽  
Vol 13 (8) ◽  
pp. 200
Author(s):  
Fahad Hamad Aljumah
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Qualitative Method ◽  
Longitudinal Research ◽  
Historical Background ◽  
Efl Learners ◽  
English As Foreign Language

Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views of different scholars throughout the past decades on second language acquisition. This study is a longitudinal research that identifies the advantages that could be an assist to English as Foreign Language (EFL) learners. Longitudinal research is always based on the qualitative method. This study&#39;s data is based on the qualitative method that collects views, opinions, materials, and earlier studies on second language acquisition (SLA). It reveals the most significant theories which precisely connected to second language acquisition (SLA) and largely to applied linguistics. The study resulted in that: (i) second language acquisition still has several doubts and ambiguities in its many different aspects, (ii). In this study, the researcher summarizes second language acquisition (SLA) research&#39;s main goals and draws comparisons on the scholars&#39; dissimilarities between language learning and second language acquisition (SLA) on different perceptions that could give insights towards learning of second and foreign languages easily by the English as Foreign Language (EFL) learners.

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