Prefacing opposition: Resources for adumbrating conflict talk in second language peer discussions

2020 ◽  
Vol 58 (2) ◽  
pp. 161-194
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learner ◽  
Group Discussions ◽  
Japanese University ◽  
Second Language Learner ◽  
English Classes ◽  
Conflict Talk ◽  
Peer Discussions

AbstractThis study provides an empirical analysis of conflict talk among second language learners, focusing on the opening aspects of conflict talk sequences, specifically the short sequences between an arguable and initial opposition. Data is based on 178 hours of small group discussions video-recorded in Japanese university English classes. Analysis revealed: (a) repetitions and why-type questions directly following an initial speaker’s claim were likely to adumbrate upcoming oppositions, (b) when a questioning repeat failed to elicit an account for the original speaker’s claim, the potential opposer explicitly pursued an account for the claim with a why-type question, (c) a major action these repeats and why-type questions performed was to call for speakers of potential arguables to provide sufficient accounts for their claims. The findings contribute to research on argumentative talk in classrooms by extending analysis beyond adjacent turns, by highlighting the resources of repetitions and why-type questions that speakers deploy to adumbrate oppositions, and by explicating the details of second language learner talk in peer discussions.

Considering Arrested Language Development and Language Loss in the Assessment of Second Language Learners

1992 ◽  
Vol 23 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Naomi B. Schiff-Myers
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Language Learner ◽  
Language Loss ◽  
Primary Language ◽  
Second Language Learner ◽  
Negative Effect ◽  
Normal Language

The evaluation of a child who is a second language learner should include an evaluation of the primary language (e.g., Spanish) as well as English. However, the discovery that a child is deficient in both languages does not necessarily mean that the child is not a normal language learner. The dialect and other variations of the language used in the child’s home may be different from the standard language used in the assessment. Furthermore, the learning of a second language before competency in the first language is fully developed may result in arrested development or loss of proficiency in the primary language. This negative effect on the primary language occurs most often if the native language is devalued.

Transfer of L1 Parameter Settings: Some Empirical Evidence from Polish Metrics

1992 ◽  
Vol 37 (3) ◽  
pp. 301-340 ◽  
Author(s):  
John Archibald
Keyword(s):  
Second Language ◽  
Empirical Evidence ◽  
Language Learners ◽  
Second Language Learners ◽  
Empirical Investigation ◽  
Universal Grammar ◽  
First Language ◽  
Language Learner ◽  
Parameter Setting ◽  
Second Language Learner

This paper describes an empirical investigation as to the utility of a principles and parameters model of grammar in describing the interlanguage grammars of second language learners. I argue that the framework of parameterized universal grammar is useful in accounting for second language learner knowledge and behaviour. The vast majority of their errors can be accounted for by the transfer of their first language (L1) parameter setting into the second language (L2).

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term Heritage Language Learner

2004 ◽  
Vol 2 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Maria Carreira
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Family Background ◽  
Language Learner ◽  
Language And Culture ◽  
Heritage Language Learner ◽  
Explanatory Adequacy

What is a heritage language learner (HLL)? We argue that a pedagogically valuable answer to this question must do more than describe all individuals who ought be considered HLLs; it should also offer a roadmap for meeting the needs of HLLs with regard to language learning. To achieve this goal, which we refer to as achieving “explanatory adequacy”, the answer to the above question must 1) differentiate HLLs from second-language learners (SLLs), 2) differentiate HLLs from first-language learners (L1Ls), and 3) differentiate between different types of HLLs. In reference to the first task, we propose that HLLs are students whose identity and/or linguistic needs differ from those of second language learners by virtue of having a family background in the heritage language (HL) or culture (HC). In reference to the second task, we argue that unlike L1L-s, HLLs do not receive sufficient exposure to their language and culture to fulfill basic identity and linguistic needs. Consequently, they pursue language learning to fulfill these needs. Finally, with regard to the third task, we map out four categories of HLLs, each with different identity and linguistic needs. Along the way, we advocate for endowing all language courses where HLLs are enrolled with a focus on identity and language issues, as these relate to family background.

scholarly journals The SweLL Language Learner Corpus

2019 ◽  
Vol 6 ◽  
pp. 67-104 ◽  
Author(s):  
Elena Volodina ◽  
Lena Granstedt ◽  
Arild Matsson ◽  
Beáta Megyesi ◽  
Ildikó Pilán ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Personal Information ◽  
Language Learner ◽  
Management Tool ◽  
Learner Corpus ◽  
Selection Principles

The article presents a new language learner corpus for Swedish, SweLL, and the methodology from collection and pesudonymisation to protect personal information of learners to annotation adapted to second language learning. The main aim is to deliver a well-annotated corpus of essays written by second language learners of Swedish and make it available for research through a browsable environment. To that end, a new annotation tool and a new project management tool have been implemented, – both with the main purpose to ensure reliability and quality of the final corpus. In the article we discuss reasoning behind metadata selection, principles of gold corpus compilation and argue for separation of normalization from correction annotation.

De Waarneming van Klemtoon bij NT2-Studenten

1995 ◽  
Vol 53 ◽  
pp. 171-182
Author(s):  
Herman Veenker
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Psychological Research ◽  
Language Learner ◽  
Natural Languages ◽  
Linguistic Patterns ◽  
Perceptual Strategy ◽  
Level 1 ◽  
Stress Patterns

Recently several research groups that are concerned with language acquisition have claimed, that suprasegmental information contributes to the learnability of natural languages. Specifically, it is claimed, that suprasegmentals enable the language learner to perceive and distinguish linguistic patterns in the stream of speech (Morgan et al, 1987; Mehler et al, 1988; Hirsch-PAsek, 1987). It has been shown, that suprasegmentals are immediately accessable to babies and require no learning process. This finding is compatible with psychological research that has shown, that the sensoric system of babies structures perception immediately after birth (see Van Geert, 1983 for an overview). The present study deals with the use of suprasegmentals in adult second language learners. For several reasons it may be wondered whether adults have the same benefit from suprasegmentals like newborns. Therefore an experiment is conducted in order to investigate the ability of adult second language learners to distinguish several stress-patterns in Dutch. Several stress-patterns in two- and three syllabic words were investigated. The results indicate, that both groups of second language learners use a lexical and a perceptual strategy, that in the case of Level 1 students leads to a confusion of perceptual and lexical strategies, whereas Level Π students appear to seperate these strategies in a more appropriate way. The results are discussed in the perspective of language teaching. It is concluded, that the development of perceptual strategies need more attention in the classroom, since they might enable the student more effectively to explore a second language in communicative situations.

scholarly journals Second Language Acquisition and Mother Tongue Influence of English Language Learners – A Psycho Analytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 497
Author(s):  
A. Delbio ◽  
R. Abilasha ◽  
M. Ilankumaran
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Learner ◽  
Target Language ◽  
Second Language Learner

Language is a tool used to convey one’s thoughts, feelings and needs. Mother tongue is the language acquired by everyone ever since his birth. A learner encounters mother tongue influence while learning or speaking a foreign language or target language. Mother tongue influence is something that affects a person’s thought process in a sense that he thinks in mother tongue and expresses in English or a second language. People use incorrect pronunciation of words while communicating in English language as they are influenced by the sound patterns of their mother tongue. A second language learner has an unconscious preference to convey his customs from his first language to the target language. The influence of mother tongue has become a significant region and is generally referred to as ‘Language Interference’. Every language learner comes across this issue. Students, sometimes, use words from their parent language while communicating in English. This paper speaks about the difficulties faced by the learners of the second language and the causes of first language influence. This paper attempts to bring out the ways to avoid the overwhelmed influence of mother tongue and gives some notions to the students to develop their second language skills.  

scholarly journals Do learners’ beliefs matter? Self-efficacy and second language achievement among Iranian second language learners

2021 ◽  
Author(s):  
Mehrzad Eftekhar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Second Language Learners ◽  
Research Question ◽  
Language Learner ◽  
Learning Performance

Through interviews with eight Iranian participants, this Major Research Paper explores second language adult learners’ beliefs about their abilities in performing English language tasks. Primary research questions include: (i) Do learners’ self-efficacy or beliefs about their competency in acquiring a second language affect their language learning performance? (ii) Does gender impact the level of self-efficacy a second language learner might hold? With respect to the first research question the findings demonstrate that unlike the female participants, the male participants’ self-efficacy positively correlates with their second language acquisition. In terms of the second research question, the results of the study show that gender isn’t deemed influential in the formation of self-efficacy among second language learners.

In Search of Systematicity in Interlanguage Production

1986 ◽  
Vol 8 (2) ◽  
pp. 119-133 ◽  
Author(s):  
Jacquelyn Schachter
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learner ◽  
Target Language ◽  
Hypotheses Testing ◽  
Working Hypothesis ◽  
Language Structure ◽  
Procedural Decisions ◽  
Learner Language

This study evaluates a working hypothesis held by a number of second-language researchers that second-language learners progress in their acquisition of target language structure by observing regularities in their input, implicitly forming hypotheses, testing those hypotheses against further input, and revising some while dropping others as a result of their fit with the input. The study considers four possible sources for variability encountered in learner language: (1) the situation(s) in which particular forms are produced; (2) the learner's encoding and decoding capabilities; (3) the target language itself, whereby systematicity at one level may leave variability at another; and (4) the analyst and procedural decisions that may effect the perception of variability. The study concludes that the analyst's task must match in complexity that of the language learner if the fullness of the learner's accomplishments is to be captured accurately.

scholarly journals Classroom Participation as a Performative Act of Language Learners’ Identity Construction

2018 ◽  
Vol 6 (3) ◽  
pp. 72-84
Author(s):  
Rea Lujić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Identity Construction ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learner ◽  
Classroom Participation ◽  
Learner Identity ◽  
Language Classroom ◽  
L2 Learners

Abstract In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce Butler’s theory of performativity (1988) and we attempt to apply its main concepts as tools for describing L2 learners’ identity. In the second part of the study, we try to answer the following question: What are typical performative acts of a good and a poor language learner in the language learning classroom? Our research suggests that performing a good language learner identity refers to the learner’s frequent and repetitive participation in utterances whose content is related to the language classroom, regardless of the chosen communicative resources. As for performing a poor language learner identity, it appeared that it refers to the learner’s repetitive and frequent participation in utterances whose content is not related to the language classroom, regardless of the chosen communicative resources.

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