scholarly journals What is Salience?

2020 ◽  
Vol 6 (1) ◽  
pp. 713-722
Author(s):  
Vincent Boswijk ◽  
Matt Coler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Linguistics ◽  
Working Definition ◽  
Definition Of

AbstractA commonly used concept in linguistics is salience. Oftentimes it is used without definition, and the meaning of the concept is repeatedly assumed to be self-explanatory. The definitions that are provided may vary greatly from one operationalization of salience to the next. In order to find out whether it is possible to postulate an overarching working definition of linguistic salience that subsumes usage across linguistic subdomains, we review these different operationalizations of linguistic salience. This article focuses on salience in sociolinguistics, cognitive linguistics, second-language acquisition (SLA), and semantics. In this article, we give an overview of how these fields operationalize salience. Finally, we discuss correlations and contradictions between the different operationalizations.

scholarly journals Task-based approach in Second Language Acquisition and in the Didactics of Translation

2018 ◽  
Vol 7 (2) ◽  
pp. 63-78
Author(s):  
Edelweiss Vitol Gysel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Driving Force ◽  
Teaching And Learning ◽  
Syllabus Design ◽  
Definition Of

Studies on Second Language Acquisition (SLA) have been increasingly conducted in recent years, especially concerning the contributions of the so called task-based approach, which has been gradually undergone some adaptations, becoming a driving force for syllabus design. Within the field of Didactics of Translation (DT) the use of tasks has also, so far, proven to be an appropriate approach in the teaching and learning of translation. Therefore, in this article, I will discuss the differences regarding the rationale behind the definition of task as well as its application both in the SLA and in the DT environments. The method seeks to justify the choice of the discussed concepts, and presents the steps in the development a translation task here proposed. The discussion is grounded on this example of translation task and examines how the notion of task in SLA interfaces with the acquisition of translation competence in DT. The conclusion shows that SLA can inspire and contribute to DT concerning the task-based approach. Some of these contributions here discussed are authenticity, focus on meaning and on form, and planning. Furthermore, such contributions are applied in the development of a translation task, as a means of exemplification, and building a bridge between the areas of SLA and the DT.

scholarly journals O EFEITO DA PALAVRA NA CONSTRUÇÃO DA INTERFONOLOGIA RÓTICA PB-ELE

Trama ◽  
2019 ◽  
Vol 15 (34) ◽  
pp. 52-67
Author(s):  
José Rodrigues de Mesquita NETO ◽  
Clerton Luiz Felix BARBOZA
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Linguistics ◽  
Adaptive System ◽  
Complex Adaptive System ◽  
Sao Paulo ◽  
São Paulo ◽  
Complex Adaptive

Este trabalho tem como objetivo geral analisar o efeito da palavra na construção da interfonologia rótica envolvendo o PB e o ELE de professores de espanhol no Brasil. Temos como pergunta-problema: como a palavra influencia na construção da interfonologia rótica entre o português e o espanhol? Nossa hipótese básica afirma que a interfonologia será construída de modo diferente segundo as palavras, os sujeitos e os experimentos. Para a realização da pesquisa temos como base teórica a língua como SAC (BECKNER et al., 2009) e os modelos fonológicos multirepresentacionais: FU (BYBBE, 2001) e ME (PIERREHUMBERT, 2001). A metodologia é de cunho quali-quantitativo e corte transversal, traz como corpus o áudio de 770 tokens em que os róticos aparecem em diferentes contextos fonotáticos e em dois experimentos. Desse modo, verificamos que uma palavra com alto Índice de Realização Não-Padrão no experimento 1, pode aparecer com um baixo Índice no experimento 2. Assim, comprovando o comportamento dinâmico da língua. REFERÊNCIASALVARENGA, E. Metodología de la investigación cuantitativa y cualitativa. 5 ed. Asunción: Diseños. 2014. BAICCHI, A. Construction learning as a complex adaptive system: psycholinguistic evidence from L2 learners of English.BARBOZA, C. L.. Efeitos da palatalização das oclusivas alveolares do português brasileiro no percurso de construção da fonologia do inglês língua estrangeira. 2013. 165f. Tese (Doutorado em Linguística) – Curso de Pós-Graduação em Linguística, Universidade Federal do Ceará, Fortaleza, 2013. BECKNER, et al. Language is a complex adaptive system: position paper. Language Learning, Michigan, v. 51, n. 1, p.1-26, Dec. 2009. BOERSMA, P., WEENIK, D. Praat: doing phonetics by computer. Version 5.1.43. Disponível em: http://www.praat.org. 2012.BRISOLARA, L.; SEMINO, M. ¿Cómo pronunciar el español? La enseñanza de la fonética y la fonología para brasileños: Ejercicios prácticos. Campinas: Pontes Editores. 2014.BYBEE, J. Phonology and language use. Cambridge: Cambridge University Press, 2001.______. Usage-based grammar and second language acquisition. In: ROBINSON, Peter; ELLIS, Nick C. Handbook of cognitive linguistics and second language acquisition. New York: Routledge, 2008. p. 216-236.______, Joan. Language, usage and cognition. Nova York: Cambridge. 2010.CARVALHO, K. C. Descrição fonético-acústica das vibrantes no português e no espanhol. 2004. 213f. Tese (Doutorado em Letras) – Curso de Pós-Graduação em Letras, Universidade Estadual Paulista, Assis, 2004.CRISTÓFARO-SILVA, T. Descartando fonemas: a representação mental na fonologia de uso. In: HORA, D. da; COLLISCHON, G. Teoria linguística: fonologia e outros temas. João Pessoa: Editora Universitária/UFPB, 2003. p. 200-231.______. Fonologia probabilística: estudos de caso do português brasileiro. Lingua(gem), Macapá, v. 2, n. 2, p.223-248, 2005.______. Fonética e fonologia do português: roteiro de estudos e guia de exercícios. São Paulo: Contexto. 2013.FERNÁNDEZ, J. Fonética para profesores de español: de la teoría a la práctica. Madrid: Arco/libros. 2007.GOMES, A. S.. A vibrante múltipla espanhola em aprendentes de Espanhol como língua estrangeira na Bahia e em São Paulo: uma abordagem sociolinguística.  2013. 125f. Dissertação (Mestrado em Estudo de Linguagens) – Curso de Pós-Graduação em Estudo de Linguagens, Universidade do Estado da Bahia, Salvador, 2013.LARSEN-FREEMAN, D.; CAMERON, L. Complex systems and applied linguistics. Oxford: Oxford Universuty Press, 2008.LEFFA, V. J. ReVEL na Escola: Ensinando a língua como um sistema adaptativo complexo. ReVEL, v. 14, n. 27, 2016 [www.revel.inf.br].NAVARRO, T. Manual de pronunciación española. Madrid: CSIC, 1991.PIERREHUMBERT, J. B. Exemplar dynamics: word frequency, lenition and contrast. In: BYBEE, Joan; HOPPER, P. (Comp.). Frequency and the emergence of linguistic structure. Amsterdam: John Benjamins, 2001. p. 137-158.SILVA, K. C. Ensino-Aprendizagem do espanhol: O uso interlinguístico das vibrantes. 2007. 161f. Dissertação (Mestrado em Linguística) – Curso de Pós-Graduação em Linguística, Universidade Federal do Ceará, Fortaleza, 2007. Recebido em 06-09-2018.Aceito em 22-02-2019. 

scholarly journals Cognitive grammar: marking new paths in foreign language teaching

2011 ◽  
Vol 19 (1) ◽  
pp. 111-127
Author(s):  
Reyes Llopis García
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Language Model ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Grammar

This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.

Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research

2003 ◽  
Vol 19 (1) ◽  
pp. 76-94 ◽  
Author(s):  
Shigenori Wakabayashi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
The Other ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Definition Of

Japanese has figured frequently in second language acquisition (SLA) research, but more often than not it appears as the first language (L1) rather than the target. In this article, first I discuss the problems addressed and the insights obtained in these studies. I then consider two issues. One is what the field of SLA research should include. I suggest that it should include two categories, namely Core SLA Research, where second language (L2) linguistic knowledge is investigated, and Broad SLA research, where researchers study factors that influence the development of L2 knowledge. The other issue is what we can expect in Core SLA research concerning the L2 acquisition of Japanese. This article illustrates how studies of the L2 acquisition of Japanese can contribute to our understanding of SLA.

Meta-analysis in second language acquisition research

2018 ◽  
Vol 1 (2) ◽  
pp. 231-253 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Meta Analysis ◽  
Narrative Form ◽  
Number Of Factors ◽  
Key Issues ◽  
Definition Of ◽  
Meta Analyses

Abstract Meta-analysis has become increasingly popular in second language acquisition research (SLA) and has provided valuable summative information about a number of key areas. There are, however, dangers. This article examines a number of key issues that need to be considered in conducting a meta-analysis – inclusiveness, the heterogeneity of language learners, the definition of the independent and dependent variables, the need to consider alternative explanations of observed effects, the importance of examining the quality of the studies included in the analysis, and the apples and oranges problem. These issues are illustrated in a discussion of number of SLA meta-analyses (e.g. Norris and Ortega, 2000; Plonsky, 2011; Qureshi, 2016; Spada and Tomita, 2010). The article concludes by suggesting a number of factors that need to be considered in deciding whether to conduct a meta-analysis and when carrying one out. I argue the need for systematic reviews but suggest that these can often best present their findings in narrative form rather than statistically. I also suggest that a preliminary narrative account of the findings of s systematic review can indicate whether a meta-analysis is appropriate.

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