scholarly journals acquisition of verbal tense and aspect in Maltese by adult migrants

2020 ◽  
Vol 1 (2) ◽  
pp. 149-167
Author(s):  
Antoinette Camilleri Grima ◽  
Jacqueline Żammit
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Advanced Level ◽  
Language Typology ◽  
Tense And Aspect ◽  
Foreign Language Acquisition ◽  
Verb Forms ◽  
First Languages ◽  
Pedagogical Grammar

This article considers the relevance of second language acquisition research for the development of pedagogical grammar. As an example it looks at the acquisition of verbal tense and aspect by intermediate-to-advanced level learners of Maltese, and more specifically the extent to which the perfett and imperfett verb forms are used by the learners when compared with L1 users of Maltese. Sixteen adult migrant learners, and 15 L1 Maltese users, took part in the study. All but one of the 16 migrant learners knew at least two other languages. Two of the participants had Arabic as their L1, and three others had learned Arabic as an L2, while the remaining learners spoke a variety of first languages. On a picture interpretation task, L1 speakers of Arabic performed very much like Maltese L1 speakers, predominantly using the perfett, perfective aspect in the past. All the other migrant learners, including those who had learned Arabic well as an L2, used the imperfett, imperfective/unrestricted habitual aspect. This evidence has important implications for the formulation of pedagogical grammar for foreign learners of Maltese. It also sheds light on the relevance of language typology in foreign language acquisition.

INTEGRATING POETRY INTO THE FOREIGN LANGUAGE CLASSROOM FROM THE POINT OF VIEW OF SECOND LANGUAGE ACQUISITION

2020 ◽  
Author(s):  
Tatiana Savchenko
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Language Acquisition ◽  
Language Classroom ◽  
Poetic Text ◽  
Poetic Texts

The article deals with the theoretical foundations of foreign language acquisition which are related to the integration of poetic texts into foreign language teaching. The article defines poetic text and its role in foreign language teaching and focuses on the selected foreign language acquisition theories and their interconnectedness with using poetic texts in the teaching of foreign languages.

Interpretation of English tense morphophonology by advanced L2 speakers

2002 ◽  
Vol 2 ◽  
pp. 49-69 ◽  
Author(s):  
M. Al-Hamad ◽  
E. Al-Malki ◽  
G. Casillas ◽  
Florencia Franceschina ◽  
Roger Hawkins ◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Tense And Aspect ◽  
Verb Forms ◽  
Verb Raising

This study tests the assumption in much of the literature on the second language acquisition of English tense and aspect morphophonology (e.g. bare verbs, V-ing, V-ed) that once speakers are beyond intermediate levels of proficiency, both distribution and interpretation of these forms are represented in a target-like way in their mental grammars. Three groups of advanced non-native speakers (whose L1s were Chinese, Japanese and the verb-raising languages Arabic, French, German and Spanish) were compared with native speakers on an acceptability judgement task requiring informants to judge the appropriateness of sentences involving different verb forms to contexts which privileged specific interpretations. The results suggest an effect of the persistent influence of parametric differences between languages such that where parametrised grammatical properties are not activated in the L1, they are not available for the construction of representations in the L2.

L1 frequency in foreign language acquisition: Recurrent word combinations in French and Spanish EFL learner writing

2016 ◽  
Vol 33 (1) ◽  
pp. 13-32 ◽  
Author(s):  
Magali Paquot
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
First Language ◽  
Equivalent Form ◽  
Systematic Investigation ◽  
Frequency Effects ◽  
Foreign Language Learners ◽  
Foreign Language Acquisition ◽  
Argumentative Essays

This study investigated French and Spanish EFL (English as a foreign language) learners’ preferred use of three-word lexical bundles with discourse or stance-oriented function with a view to exploring the role of first language (L1) frequency effects in foreign language acquisition. Word combinations were extracted from learner performance data (i.e. argumentative essays), and the frequency of their translation equivalent forms was analysed on the basis of French and Spanish L1 corpora. Strong and positive monotonic correlations were found between the frequency of a lexical bundle in the EFL learners’ written productions and the frequency of its equivalent form in the learners’ first language. Results also suggest that different patterns of use across the two L1 learner populations may be explained by frequency differences in L1 French and Spanish. Overall, the study calls for a more systematic investigation of L1 frequency effects within usage-based perspectives on second language acquisition.

scholarly journals The Relationship betwen Second Language Acquisition Process and English Language Teaching in Indonesia

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pritz Hutabarat
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Foreign Language Acquisition ◽  
Teachers And Students

<p>English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia.</p><p> </p><p>Keywords: language learning, language acquisition, ELT</p>

Een Nieuwe Theorie Over Vreemde-Taalverwerving?

1985 ◽  
Vol 23 ◽  
pp. 32-44
Author(s):  
P.J.M. Groot ◽  
G.C.J. Bourgonje
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Empirical Evidence ◽  
Test Performance ◽  
Mother Tongue ◽  
Affective Filter ◽  
Foreign Language Acquisition ◽  
Efl Students ◽  
Contrary Evidence

This paper argues that a) much of what is presented as Krashen's new theory on foreign (or second) language acquisition is not new but given a new name (e.g. "the affective filter" for motivational and attitudinal variables) and b) that what is new is not adequately substantiated by empirical evidence or maintained in spite of 'contrary evidence. The plausibility of the new part of the theory is questioned on various grounds, one of them being that it does not sufficiently take into account the possible implications (i.e. for the way a foreign language is mastered) of the differences between the various foreign language acquisition contexts such as age, goal and aptitude of the learner, the kind and/or degree of L2 exposure, formal vs. naturalistic acquisition etc. An example of the kind of research needed is reported viz. the data resulting from an investigation into the errors against adverbial placement rules made by EFL students with different mother tongues. The aim of the study was to collect data relevant to the question whether/ to what extent errors would be "universal" (i.e. the same for all learners irrespective of their L1) or language (one) specific. Finnish, Polish, German, French and Dutch E.F.L. learners took 4 tests operationalising knowledge of English adverbial placement in 4 different ways: acceptability judgements, "scrambled" sentences, placing the same adverb in syntactically different contexts and placing different adverbs in syntactically identical contexts. Since the investigation was mainly concerned with error patterns especially the test performance of the low scoring subjects was further analysed to determine the degree of language specificity of their errors. This analysis strongly suggested either direct or indirect mother tongue influence.

scholarly journals Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom

2019 ◽  
Vol 27 (1) ◽  
pp. 3 ◽  
Author(s):  
Marni Manegre ◽  
Mar Gutiérrez-Colón ◽  
Mercè Gisbert
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Knowledge Building ◽  
Collaborative Writing ◽  
Foreign Language Learning ◽  
Writing Project ◽  
Foreign Language Acquisition ◽  
Show Evidence

<p>This paper presents the first phase of a study conducted to analyze Knowledge Building forums for evidence of second language acquisition. This study is an analysis of the posts within an existing forum in search of evidence of foreign language learning. The analysis found that the collaborative writing project shows evidence that the students passed through the stages of construction of knowledge within their foreign language classroom, however factors, such as confounding variables, inconsistencies in error types, and the small number of posts by the participants made it challenging to determine whether there is evidence of language acquisition for each student. The forum posts show evidence of knowledge acquisition, but further investigation is required to determine whether collaborative writing in knowledge forums is effective for foreign language acquisition.</p>

scholarly journals Development of Tolerance in University Students during Second Language Acquisition

2021 ◽  
Vol 2021 (1) ◽  
pp. 1-10
Author(s):  
Antonina Kartavtseva
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Tolerance Development ◽  
Foreign Language Acquisition ◽  
Technology And Teaching ◽  
Positive Effect ◽  
Development Of Tolerance

The present research tested various technologies of pedagogical support of tolerance development in students of a technical university during foreign language acquisition. The paper reviews scientific approaches to the essence of tolerance and introduces the stages of its formation, the definitions of pedagogical technology and teaching technology, etc. The author focused on teaching a foreign language in a non-linguistic university and proved that the choice of forms, methods, and technologies depends on a number of circumstances. The research revealed substantive characteristics of tolerance in students and the positive effect of second language acquisition on the parameters of tolerance. The changes in the content characteristics of tolerance were registered on the basis of the corresponding indicators. The study made it possible to determine the effectiveness of the classroom and extracurricular conditions that contribute to the development of tolerance in students of technical universities.

A Research of the 3Bs Teaching Method in Second Language Acquisition

2014 ◽  
Vol 912-914 ◽  
pp. 1505-1508 ◽  
Author(s):  
Dong Mei Li ◽  
Xiao Xiao Mao
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Teaching Method ◽  
Quality Education ◽  
Traditional Teaching ◽  
Foreign Language Acquisition ◽  
Traditional Teaching Methods ◽  
English Majors ◽  
The University

The 3Bs Teaching Method has turned out to be successful in the English teaching in Junior Middle Schools in China. To testify its efficacy on the foreign language acquisition for the university English majors in China, an empirical study was made. The experiment reveals that the 3Bs Teaching Method is more effective than the traditional teaching methods. The 3Bs Teaching Method is indeed a desirable approach to the quality education for the university English majors. Key words: constructivism, 3BsTeaching Method, quality-education, efficiency

The Age Factor in Second Language Learning

2016 ◽  
Vol 6 (11) ◽  
pp. 2164 ◽  
Author(s):  
Ruyun Hu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Learner ◽  
Foreign Language Acquisition ◽  
Widespread Belief ◽  
Better Than

In recent years; age has being considered as the major factor in determining language learners’ successful foreign language acquisition; which is correlated to the assumption stated by Critical Period Hypothesis and Neurological Hypothesis. Most importantly; these assumptions might be concluded that that language learner can acquire foreign language better than adults do at their early age. Additionally; there is still a widespread belief held by many scholars; stating that young children are better at second language acquisition (SLA) than the later starters; such as the adolescents or adults. Therefore; whether young learners learn second language better than the older will be discussed in this article.

scholarly journals Typological constraints in foreign language acquisition

2012 ◽  
Vol 3 (2) ◽  
pp. 231-260 ◽  
Author(s):  
Tatiana Iakovleva
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Native Speakers ◽  
First Language ◽  
Classroom Setting ◽  
Foreign Language Acquisition ◽  
Conceptual Transfer ◽  
The Impact ◽  
Mirror Motion

This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.

Sign in / Sign up

Export Citation Format

Share Document