Extended discourse in first and second language acquisition: A challenge and an opportunity

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Catherine E. Snow
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Educational Setting ◽  
Word Generation ◽  
Foreign Language Learners ◽  
Effective Component

AbstractFirst language learners acquire vocabulary in the context of participation in discourse, and the quantity and richness of that discourse is the best predictor of their progress. Similarly, we argue, engagement in discourse, in particular debate and discussion, is an effective component of classroom instruction for second and foreign language learners. Evidence supporting the effectiveness of a particular discussion-based program, Word Generation, is presented, in particular its effectiveness with current and former second language learners of English. Principles implemented in Word Generation that could be applied in any educational setting are identified.

scholarly journals Syntactical interference of Katigan language to Indonesian language in SMP Negeri 1 at Katingan Tengah regency at Central Kalimantan

2017 ◽  
Vol 1 (1) ◽  
pp. 82
Author(s):  
Irni Cahyani ◽  
Lili Agustina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
Language Skills ◽  
First Language ◽  
Foreign Language Learners ◽  
Word Change

Syntactical interference of Language of Katingan to Indonesian in Katingan Tengah School at Katingan Tengah regency has been a focus of some language research recently. The research was aimed at recognizing and identifying interference in second language acquisition. The term interference refers to two different linguistic phenomena, namely psychological interference and sociolinguistic interference. Psychological interference refers to the influence of old habits as a result of learning something against something being studied[1]. While sociolinguistic interference refers to the interaction of the language, such as loan or word change. Factors that cause interference is the factor of contact language and language skills. Interference is caused by language contact factors in bilingual societies and an unsteady language mastery factor in second language learners or foreign language learners [2]. This is in accordance with the teacher's opinion that there are still errors in the language, whether it's talking and writing activities. That's what makes researchers interested in doing this. Based on the above problems, it  can be identified some points, namely the influence of the first language habit of Katingan in using a second language, Indonesian language, language skills that have not been steady in the second language learning and errors in the language, because of the influence of the first language. The result of research on the syntactic interference aspects of Katingan language to Indonesian language was found in two types of syntactic interference which was contained in oral and written language of students of SMPN 1 Katingan Tengah, such as: (1) Interference phrase to Indonesian language and (2) Interference sentence to Indonesian language.

Translation in Light of Bilingual Mental Lexicon: A Psycholinguistic Approach

2018 ◽  
Vol 7 (3) ◽  
pp. 165
Author(s):  
Congmin Zhao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Use ◽  
Second Language Learners ◽  
First Language ◽  
Mental Lexicon ◽  
Insight Into

This paper gives insight into the translating process of second language learners in language use in light of the mechanism of bilingual mental lexicon. Structure and development of second language mental lexicon explains the existence of first language items and translation equivalents. Conversely translation can promote the construction of second language mental lexicon and ultimately second language acquisition.

scholarly journals A Case Study of How Visually Impaired Learners Acquire Language

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Thi Minh Phuong Tran ◽  
Phuong Dzung Pho
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Visually Impaired ◽  
Second Language Learners ◽  
The Past ◽  
Depth Interviews

The field of second language acquisition has grown enormously in the past decades. Many studies have been done on how learners acquire English as a second language; however, research on how visually impaired learners acquire English as a second or foreign language has been relatively scarce. It is even more difficult to find such studies in Vietnam. Based mainly on in-depth interviews with two visually impaired Vietnamese adults who have been successful in acquiring English, the present study seeks to answer two main questions: (1) How Vietnamese visually impaired learners acquire English as a second language; (2) What difficulties they have in learning English, and how they overcome their difficulties. The findings of the present study can contribute to the theory of second language acquisition and language teaching. The study can also provide strategies for practicing and learning a language not only for visually impaired learners but also for second language learners in general.

scholarly journals A Review of the Interlanguage on Performance and Competence Representation: Universal Grammar

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Qurrata 'Ain ◽  
Pratomo Widodo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Universal Grammar ◽  
First Language ◽  
Field Research ◽  
The People ◽  
And Performance

Interlanguage has been the main development of field research on second language acquisition (SLA). According to Richard et al (1996) Interlanguage is one of the kinds of language that can be produced by second language learners in the process of acquiring or learning a new language. The influence of the universal grammar of the first language in learning the second language is still debated whether or not universal grammar takes part in second language acquisition. In this article has the aim to investigate the interlanguage of competence and performance representation. In second language acquisition, there is a confusion between the interlanguage of competence and performance. When people perform the second language, it will different from native speakers and argue that demonstrates defects in competence aspect. So, there is a lack of universal grammar. Interlanguage is natural when people acquire a second language based on the theory interlanguage. It might have the knowledge of grammar but when the people produced the sentence or words. It will be grammatical errors. There is some performance factor that the second language learners' competence is hidden such as parsing or demands of processing.  It differences between pure knowledge and how people use the knowledge of its self. Both of them do not always coincide. This research tried to offer a descriptive review of the Interlanguage on performance and competence representation.

scholarly journals Advanced second language learners experience difficulties processing reduced word pronunciation variants

2017 ◽  
Vol 6 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Mirjam Ernestus ◽  
Mirte E. Dikmans ◽  
Ghislaine Giezenaar
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Reduced Word ◽  
Foreign Language Learners ◽  
Syntactic Information

Abstract Words are often pronounced with fewer segments in casual conversations than in formal speech. Previous research has shown that foreign language learners and beginning second language learners experience problems processing reduced speech. We examined whether this also holds for advanced second language learners. We designed a dictation task in Dutch consisting of sentences spliced from casual conversations and an unreduced counterpart of this task, with the same sentences carefully articulated by the same speaker. Advanced second language learners of Dutch produced substantially more transcription errors for the reduced than for the unreduced sentences. These errors made the sentences incomprehensible or led to non-intended meanings. The learners often did not rely on the semantic and syntactic information in the sentence or on the subsegmental cues to overcome the reductions. Hence, advanced second language learners also appear to suffer from the reduced pronunciation variants of words that are abundant in everyday conversations.

The neural timecourse of American English vowel discrimination by Japanese, Russian and Spanish second-language learners of English

2021 ◽  
pp. 1-14
Author(s):  
Valerie L. Shafer ◽  
Sarah Kresh ◽  
Kikuyo Ito ◽  
Miwako Hisagi ◽  
Nancy Vidal ◽  
...  
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learners ◽  
Second Language Learners ◽  
American English ◽  
First Language ◽  
Perceptual Task ◽  
Temporal Contrast ◽  
Asymmetrical Pattern ◽  
Significant Difference

Abstract This study investigated the influence of first language (L1) phoneme features and phonetic salience on discrimination of second language (L2) American English (AE) vowels. On a perceptual task, L2 adult learners of English with Spanish, Japanese or Russian as an L1 showed poorer discrimination of the spectral-only difference between /æ:/ as the oddball (deviant) among frequent /ɑ:/ stimuli compared to AE controls. The Spanish listeners showed a significant difference from the controls for the spectral-temporal contrast between /ɑ:/ and /ʌ/ for both perception and the neural Mismatch Negativity (MMN), but only for deviant /ɑ:/ versus /ʌ/ (duration decrement). For deviant /ʌ/ versus /ɑ:/, and for deviant /æ:/ versus /ʌ/ or /ɑ:/, all participants showed equivalent MMN amplitude. The asymmetrical pattern for /ɑ:/ and /ʌ/ suggested that L2 phonetic detail was maintained only for the deviant. These findings indicated that discrimination was more strongly influenced by L1 phonology than phonetic salience.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals An investigation of Semantic Interlingual Errors in the Writing of Libyan English as Foreign Language Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Abdalmonem S. Rajab ◽  
Saadiyah Darus ◽  
Ashinida Aladdin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
English As Foreign Language ◽  
Lexical Choice ◽  
Foreign Language Learners ◽  
L1 Influence ◽  
Semantic Errors ◽  
L1 And L2 ◽  
Insufficient Knowledge

The aim of this paper is to investigate some semantic interlingual errors in the writing performance of Libyan English as Foreign Language Learners (LEFLLS). The study seeks to analyze these errorsthat appear in the learners’ written production. The data was gathered from 25 essays written by 25 Libyan postgraduates majoring in different fields. It was collected and organized according to the errors committed. Errors taxonomy adapted from James’ (1998) and Al-Shormani and Al-Sohbani’s (2012) was used in identifying and analyzing these errors. Semantic errors were classified into five categories namely formal mis-selection, formal mis-formation, lexical choice, collocation and lexico-grammatical choice. The semantic errors identified were 346. These errors were classified into four categories namely, formal misformation (46.7%), distortion due to spelling (32.4%), lexical choice (40.6%) and lexicogrammatical choice (2.4%). The results show that direct translation from the first language (L1), assumed synonym and misselection of letters sub-categories score the highest number of the errors, i.e.14.2%, 13.08% and 12.08% respectively. While the sub-category, both collocations incorrect error was the lowest (0.52%). The other errors take the form of paraphrase (11.5%) and Idiomacity (8.5%). Two main sources have been found to be the cause behind these errors namely, L1 influence and insufficient knowledge about the second language (L2). Moreover, cultural differences between L1 and L2 had its impact in the written products of Libyan students.

Raadsels van tweedetaalverwerving

2012 ◽  
Vol 1 (1) ◽  
pp. 150-159
Author(s):  
Jan H. Hulstijn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Scientific Inquiry ◽  
Multidisciplinary Approach ◽  
First Language ◽  
Fast Acquisition ◽  
Developmental Sequences

This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

Sign in / Sign up

Export Citation Format

Share Document