Progressive constructions in native-speaker and adult-acquired Spanish

2015 ◽  
Vol 8 (1) ◽  
Author(s):  
Stephen Fafulas
Keyword(s):  
United States ◽  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speaker ◽  
The United States ◽  
English Speaking

AbstractThis research documents the acquisition of a range of progressive constructions and their associated predictors of use by English-speaking learners of Spanish in the United States. The few existing studies on acquisition of the Spanish progressive by adult second language learners analyze only the

Second-language learners and taboo words in American English

English Today ◽  
1996 ◽  
Vol 12 (3) ◽  
pp. 44-49 ◽  
Author(s):  
Norma A. Register
Keyword(s):  
United States ◽  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
American English ◽  
The United States ◽  
Taboo Words

A review of the problems learners of English can have with actual and borderline taboo usages in the United States

scholarly journals ¿Aproximación Natural o Método Cognitivo? La Enseñanza del Español como Segunda Lengua / Natural Approach OR Cognitive Method? The Teaching of Spanish as a Second Language

2018 ◽  
Vol 7 (1) ◽  
pp. 1-12
Author(s):  
Enriqueta Claudia Serrano Romero
Keyword(s):  
United States ◽  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
The United States ◽  
Cognitive Approach ◽  
Natural Approach ◽  
Current Alternative

ABSTRACTIn the United States, typically since the 1970s, among the instructors dedicated to the teaching of a Second Language (L2) there is a great dilemma that may be caused by an apparent pedagogical confusion about the term competence and the teaching of grammatical rules. Cognitive approach has been feasible and current alternative for teaching a second language. However, literature in the field shows that teaching a foreign language is much more complex aspect than a simple choice. Also, it has been perceived that the student's purpose is not only using the language in regular basis of communicating but also in academic and professional settings. Second language learners must distinguish between acquiring a language and learning it.RESUMENEn los Estados Unidos, típicamente desde la década de los 70’s, los instructores que se enfrentan al dilema sobre qué método es más conveniente para la enseñanza de una segunda lenguas. La aparente causa puede ser la confusión pedagógica sobre el término de competencia y la enseñanza de las reglas gramaticales. Los instructores han recurrido al método cognitivo por figurar éste como la alternativa viable e inmediata para tal propósito. Sin embargo, la literatura especializada muestra que el tema sobre los métodos de instrucción de lenguas extranjeras resulta ser un problema más complejo que el de una simple elección, particularmente cuando se percibe que el propósito del estudiante no es sino sólo lograr el manejo de un idioma extranjero para la comunicación en todos los ámbitos y para cuestiones académicas y profesional, lo que involucra distinguir entre adquirir una lengua y aprenderla

Phonological awareness in young second language learners

1995 ◽  
Vol 22 (2) ◽  
pp. 307-324 ◽  
Author(s):  
Maggie Bruck ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Language Learners ◽  
Second Language Learners ◽  
Phoneme Awareness ◽  
Bilingual Children ◽  
Group Differences ◽  
Bilingual Group ◽  
English Speaking

ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

Factors driving lexical variation in L2 French: A variationist study of automobile, auto, voiture, char and machine

2008 ◽  
Vol 18 (3) ◽  
pp. 365-381 ◽  
Author(s):  
TERRY NADASDI ◽  
RAYMOND MOUGEON ◽  
KATHERINE REHNER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
External Factors ◽  
Home Language ◽  
Lexical Variation ◽  
Neutral Variant ◽  
The Prestige

ABSTRACTOur paper examines lexical variation in the spoken French of second language learners and focuses on words referring to the notion of ‘automobile’ (i.e., automobile, auto, voiture, char and machine). Results reveal that while students do follow the native speaker pattern of using the neutral variant auto in most instances, they diverge from native speakers by making no use of the vernacular form char and relatively high use of the prestige variant voiture. The principal external factors that influence variant choice are students' home language and the representation of variants in the input to which students are exposed.

The case of the conditional and the imperfect in variable mood-choice contexts in second-language and native-speaker Spanish

2015 ◽  
Vol 28 (1) ◽  
pp. 118-144 ◽  
Author(s):  
Aarnes Gudmestad
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Proficiency Levels ◽  
Form Function ◽  
Verb Forms ◽  
Range Of Functions ◽  
Mood Choice

The current study builds on research on mood distinction in Spanish, which has focused on the subjunctive mood, by examining the full inventory of verb forms that second-language learners and native speakers (NSs) of Spanish use in mood-choice contexts. Twenty NSs and 130 learners corresponding to five proficiency levels completed three oral-elicitation tasks. The results show that participants use a wide repertoire of tense/mood/aspect forms in mood-choice contexts and that NSs and learners use largely the same forms. An analysis of the conditional and imperfect suggests that learners tend to restructure and strengthen their form-function connections between these verb forms and a range of functions.

Gender and number processing in second language Swahili

2017 ◽  
Vol 8 (4) ◽  
pp. 446-476
Author(s):  
Patti Spinner ◽  
Rebecca Foote ◽  
Rose Acen Upor
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Noun Phrases ◽  
Online Processing ◽  
Word Repetition ◽  
Language Groups ◽  
Conflicting Evidence ◽  
English Speaking

Abstract For native speakers, congruent gender marking on determiners and adjectives facilitates recognition of subsequent nouns, while incongruent marking inhibits recognition (e.g., Bates et al., 1996). However, there is conflicting evidence regarding whether second language learners demonstrate this effect. We investigated this issue in Swahili. Native speakers and English-speaking L2 learners of Swahili in their 3rd-5th semester completed two word repetition tasks, one examining gender and one number. Participants heard verb-noun phrases in Swahili with verbal marking that was congruent, incongruent or neutral with respect to gender or number. The time to repeat each noun was recorded. Both language groups appeared sensitive to number marking; however, only native speakers appeared sensitive to gender marking. The findings suggest the lack of a feature in the L1 may impede online processing in the L2, while the presence of a feature may mean that native-like processing is possible, even at early levels of proficiency.

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