scholarly journals How to study second language acquisition: a cross-sectional method

2015 ◽  
pp. 1-21
Author(s):  
Jogilė Teresa Ramonaitė
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Production ◽  
Language Attitudes ◽  
Cross Sectional ◽  
Different Types ◽  
Language Data ◽  
Conducting Research

This paper describes a cross-sectional method, which is employed when conducting research on acquisition of Lithuanian as a second language. This is one of the most optimal methods to study the process of language acquisition in adults, since it does not demand a long-term commitment on the part of the studied subjects. On the basis of the method, a specific research protocol has been designed in the framework of various second language acquisition research projects conducted in Europe. One of its advantages is that language data can be collected in a fairly small group (10-30 people) of learners of different acquisition levels. The data collected in this way is later analysed and compared between learners in order to determine the acquisitional sequence and other aspects of interest. The main corpus for this study is constituted by language data collected during a semi- structured (socio)linguistic interview, which is a free talk with a participant, who is encouraged to talk. The talk includes some specific questions. During the interview, not only the language data but also some important information about other relevant sociolinguistic factors is collected, such as age, period of stay in the country, language attitudes and motivation. To be able to better compare the participants and to study specific linguistic aspects that might fail to appear in spontaneous speech, all the participants are given the same additional tasks. The tasks described in this paper are of different types: film retelling, storytelling according to a sequence of pictures, describing two similar pictures and indicating differences between them, giving a recipe and repeating sentences. Different competences are required in these tasks but most attention is given to language production. The paper also offers some practical advice and observations based on the study. The specific study where the method was applied for Lithuanian aims at researching the development of acquisition of Lithuanian with the focus on the development of the verb system. The data collected in this manner could be used to study other aspects of language acquisition as well.

Second language acquisition and linguistics: A bidirectional perspective

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Patti Spinner ◽  
Susan Gass
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Noun Phrase ◽  
Language Research ◽  
Bidirectional Relationship ◽  
Different Types ◽  
Language Data ◽  
And Linguistics ◽  
Shed Light

AbstractWe argue for a bidirectional relationship between second language research and linguistic theories. It is our belief that SLA research should look to linguistics for concepts and models that provide a basis upon which to make hypotheses, conduct data analysis, and draw conclusions, and we also believe that linguistic theorists can develop and improve their understanding of linguistic concepts and models by examining the results from SLA studies. In this paper, we present arguments in favor of this approach, with examples from two different types of linguistic universals: the Noun Phrase Accessibility Hierarchy and features such as tense and number. Second language acquisition data have been used to provide evidence for the Noun Phrase Accessibility Hierarchy and provide a way to understand areas in which its predictions are not met. Similarly, second language data provide us with a view of what happens when there is a contrast between features in a speaker’s native language and the language being learned. The data thus may shed light on the universality of features, in addition to how features are represented, parsed, and processed. In both cases, we argue that second language data are valuable when examining certain linguistic questions because they illuminate areas of conflict or mismatch between two linguistic systems.

Enacting voices

2019 ◽  
Vol 2 (1) ◽  
pp. 45-70 ◽  
Author(s):  
Darren K. LaScotte
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
L2 Instruction ◽  
Clear Shift ◽  
The Voice ◽  
Practical Implications

Abstract The present study supports the idea of heteroglossia and its contributions to language learning in second language acquisition (SLA) theory and bilingualism. Bakhtin’s (1934/1981) theory of heteroglossia differs from variety and register in that when acquiring a language, one internalizes the voices of others. Viewing interlanguage through a heteroglossic lens, it is possible that these voices in heteroglossia may have an effect on second language (L2) users’ language production. By blending sociolinguistic and sociocultural frameworks, this study analyzed the complexity, accuracy, and fluency of two French-English bilinguals’ narratives. Findings demonstrate a clear shift in all three measures of the CAF framework when participants enacted the voice of a perceived interlocutor or perceived self, versus when they recounted a narrative. These findings support the notion that an individual may have variable linguistic systems, and raise other important theoretical and practical implications for SLA research and L2 instruction.

The development of lexical complexity in second language acquisition

2015 ◽  
Vol 15 ◽  
pp. 69-94 ◽  
Author(s):  
Bastien De Clercq
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cross Sectional ◽  
Lexical Diversity ◽  
French And English ◽  
Multilingual Corpus ◽  
Lexical Complexity ◽  
Four Levels ◽  
Linguistic Proficiency

The development of lexical complexity in second language acquisition has received a considerable amount of attention in applied linguistics research. Many studies have examined the role of lexical diversity, sophistication and density as indicators of L2 proficiency. Few studies, though, have considered the development of lexical complexity from an explicitly cross-linguistic perspective. This article reports on an explorative, cross-linguistic study on the development of lexical diversity, sophistication and density in L2 French and English at four levels of linguistic proficiency. Additionally, the study proposes a number of alternative measures tapping into collocational knowledge and lexical sophistication. The analyses were carried out on a cross-sectional, multilingual corpus of L2 French and English consisting of oral narrative data. The results show a similar development of lexical diversity in L2 French and English, but considerably different developmental tendencies in terms of sophistication and density. The concluding sections discuss possible explanations for these differences and consequences for the measurement of linguistic proficiency.

scholarly journals Usage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects

2020 ◽  
Vol 11 (3) ◽  
pp. 473
Author(s):  
Yaghoob Javadi ◽  
Fakhereh Kazemirad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
First Language ◽  
Social Aspects ◽  
Language Experience ◽  
Learning Language

Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.

scholarly journals THE ACCULTURATION MODEL OF SECOND LANGUAGE ACQUISITION: INSPECTING WEAKNESSES AND STRENGTHS

2017 ◽  
Vol 2 (2) ◽  
pp. 80 ◽  
Author(s):  
Alireza Zaker
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Social Distance ◽  
Linguistic Competence ◽  
Target Language ◽  
Affecting Factor ◽  
Different Types ◽  
L2 Learning ◽  
Language Environment

Previous research has highlighted the significant impact of culture on learning a second language (L2). Accordingly, culture is now believed to be a major learning-affecting factor which, along with linguistic competence, facilitates the process of L2 learning. Some have proposed that being surrounded in the L2 environment gives one a better chance of learning an L2. Based on this premise, Schumann in 1978 proposed the acculturation/pidginization model as an environmental-oriented model that emphasizes identification with a community as the primary requirement of second language acquisition. This study attempts to take a closer look at different aspects of this theory. The taxonomy of factors which control social distance is presented along with the different types of acculturation and the stages/steps of acculturation in an L2 environment. The article concludes with a discussion on the advantages and shortcomings of the model.Keywords: acculturation, culture, pidginization, target language environment

Indexen Voor Beurtwisselingsinitiatief in Tweede-Taal Verwerving

1996 ◽  
Vol 54 ◽  
pp. 103-115
Author(s):  
Resi Damhuis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Communicative Competence ◽  
Classroom Interactions ◽  
Turn Taking ◽  
Language Data ◽  
The Mean ◽  
Children's Development ◽  
Incomplete Picture

For optimal second language acquisition (SLA) classroom interactions have to allow normative speaking children to participate actively, because such initiative-rich participation enhances the children's development of linguistic and communicative competence. This article focuses on turn-taking initiatives. Turn-taking initiatives vary in their initiative strength. Restricting analysis exclusively to strong initiatives yields an incomplete picture of the contribution of a conversation to SLA. Less strong initiatives, too, must be taken into account. To analyze each utterance for its initiative value, a turn-taking taxonomy was developed, leading to turn-taking indices that represent the mean initiative value of all utterances by a speaker. Language data from kindergarten conversations show that only results on strong initiatives differ from results on turn-taking indices. It is argued that in order to assess the value of a conversation for SLA both kinds of measures, strong initiatives as well as indices, are necessary.

scholarly journals Formulaic Language Acquisition and Production: Implications for Teaching

2002 ◽  
Vol 20 (1) ◽  
pp. 01 ◽  
Author(s):  
David Wood
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Production ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Formulaic Language ◽  
Term Memory ◽  
Controlled Processing ◽  
The Subject

Formulaic language units, ready-made chunks and sequences of words, have been the subject of a large and growing body of research. Although formulaic language has been largely overlooked in favor of models of language that center around the rule-governed, systematic nature of language and its use, there is increasing evidence that these multiword lexical units are integral to first- and second-language acquisition, as they are segmented from input and stored as wholes in long-term memory. They are fundamental to fluent language production, as they allow language production to occur while bypassing controlled processing and the constraints of short-term memory capacity. This article defines and describes formulaic language units and surveys the research evidence of their role in language acquisition and production. The implications of this knowledge for classroom teaching are considered, with particular emphasis on attending to input and fostering interaction to facilitate the acquisition of a repertoire of formulaic language.

The effect of extraversion on oral L2 proficiency

2006 ◽  
Vol 6 ◽  
pp. 213-236 ◽  
Author(s):  
Siska van Daele ◽  
Alex Housen ◽  
Michel Pierrard ◽  
Luc De Bruyn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Potential Effect ◽  
School Students ◽  
Personality Variable ◽  
Cross Sectional ◽  
L2 Production ◽  
Target Languages

This study investigates the commonly-held belief in the SLA community that second language acquisition is somehow influenced by the learner’s personality. It builds on previous research on the relation between one personality variable, extraversion, and second language acquisition but is innovative in three ways. First, it examines L2 learners’ speech production in two rather than one L2 and thus puts to the test the hypothesis that the effect of extraversion is stable across different target languages (Dewaele and Furnham 2000). Secondly, whereas most previous studies have investigated the effect of extraversion on fluency (e.g. Rossier 1976, Tapasak, Roodin and Vaught 1978, Busch 1982, Dewaele 1998) this study also looks at the potential effect of this variable on the linguistic accuracy and complexity of learners’ L2 speech production. Thirdly, whereas previous studies were mostly cross-sectional in design, this study adds a longitudinal perspective by considering to what extent the effect of the extraversion–introversion dimension on the fluency, complexity and accuracy of learners’ L2 production remains stable over time. Participants were 25 Dutch-speaking secondary school students learning both English and French as foreign languages in Flanders, Belgium.

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