scholarly journals KNOWLEDGE ASSESSMENT AS ONE OF THE KEY ISSUES IN LANGUAGE ACQUISITION.

2021 ◽  
Vol 103 (11) ◽  
pp. 414-417
Author(s):  
Dildora Mirabitovna Normirzaeva ◽  
◽  
Shohista Ismailovna Mansurova ◽  
Keyword(s):  
Language Acquisition ◽  
Knowledge Assessment ◽  
Key Issues

scholarly journals The second language acquisition: problems and challenges for Georgian Deaf community

2021 ◽  
Vol X (3) ◽  
pp. 95-100
Author(s):  
Tamar Makharoblidze ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Hard Of Hearing ◽  
Native Language ◽  
The State ◽  
Short Paper ◽  
Deaf People ◽  
Key Issues ◽  
State Language

As stated in the title, the paper is devoted to the issue of second language acquisition by Deaf people in Georgia, describing the current situation and the challenges. There are about 2500 Deaf and hard of hearing residents in Georgia. Being the linguistic minority in the country, these people communicate with each-other in the Georgian Sign Language – GESL. The second native language for local Deaf and hard of hearing people is the Georgian spoken language – the State language. In many countries Deaf people are bilingual, while it is hard to consider the local Deaf and hard of hearing people bilingual, as the knowledge of spoken Georgian on the level of a native language among the Deaf residents is not observed. Unfortunately in Georgia there are no studies concerning the second language acquisition for Deaf and hard of hearing people. The main problems are the agrammatism in written communication on the state language and the ignorance of deferent hierarchical levels of spoken Georgian. This short paper offers the key issues for the plan of strategy of spoken Georgian acquisition for local Deaf and hard of hearing residents.

scholarly journals Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257

2019 ◽  
Vol 9 (4) ◽  
pp. 737-744
Author(s):  
Paweł Scheffler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Large Scale ◽  
Special Educational Needs ◽  
Teachers Perceptions ◽  
Instructed Second Language Acquisition ◽  
Key Issues ◽  
Large Scale Survey ◽  
Teaching Grammar

In a large scale survey of teachers’ perceptions of the challenges they face in teaching English to young primary school learners (Copland, Garton, & Burns, 2014), some of the key issues that are identified are as follows: teaching speaking, using only English in the classroom, enhancing motivation, maintaining discipline, catering for different individual needs (including special educational needs), dealing with parents, and teaching grammar as well as reading and writing. The relevance of Early Instructed Second Language Acquisition, edited by Rokita-Jaśkow and Ellis, is clearly shown by the fact that it addresses most of these central issues.

Second language acquisition research and the second language acquisition of French

1992 ◽  
Vol 2 (1) ◽  
pp. 97-121 ◽  
Author(s):  
Roger Hawkins ◽  
Richard Towell
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
First Language ◽  
Specific Context ◽  
Language L ◽  
Different Ages ◽  
Key Issues

AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition researchers are interested in questions bearing not only on the influence of the L 1, but also on the degree of systematicity in L 2 development, the role that L 1, but also on the degree of systematicity in L 2 development, the role that conscious knowledge plays, the sources of variability in second language speaker performance, the ultimate levels of success achieved by L 2 learners of different ages, and individual differences between learners. The purpose of this article is to present what the authors believe to be some of the key issues which characterise current second language acquisition research, and to consider those issues within the specific context of the acquisition of French as second language.

AN INTRODUCTION TO CHILD LANGUAGE DEVELOPMENT. Susan H. Foster-Cohen. London: Longman, 1999. Pp. xv + 232. £13.99 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 420-422
Author(s):  
Usha Lakshmanan
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Child Language ◽  
Language Research ◽  
Child Language Acquisition ◽  
Key Issues ◽  
Theory Of Language ◽  
Single Approach

This book is an excellent introduction to the field of child language development. It demonstrates the need for both a theory of language development and reliable speech and comprehension data in child language research. As Foster-Cohen states in the preface to the book, the adoption of only a single approach, as opposed to a combination of different approaches, is unlikely to lead to a productive understanding of child language acquisition. The book successfully adopts the perspectives of both the empiricist and the rationalist traditions in its treatment of key issues.

The correlation between Cultural awareness and blended learning in ESP courses: a case study of a tourism class

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Le Dinh Tung
Keyword(s):  
Language Acquisition ◽  
Blended Learning ◽  
Language Learning ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Cultural Beliefs ◽  
Global Culture ◽  
Key Issues ◽  
The Given

The awareness of cultural beliefs and customs seems not to have attracted adequate attention during the phase of teaching and learning in ESP courses. The requirements of effective and appropriate interaction and communication with other cultures (Wiseman, Hammer, & Nishida, 1989) bring this matter to ESP teachers and learners. That studying merely from the course book and completing the given tasks discourages students from exploring the world, which expects a more efficient way to include language acquisition and cultural awareness. This paper explores the correlation of cultural awareness and blended learning in which educator in charge of a tourism class can raise students’ cultural communicative competence together with their understanding of global culture. Some of the key issues of this pedagogical methodology also can be discussed regarding language learning, cultural awareness and self-studying in an ESP course.   Keywords-Cultural awareness, blended learning, ESP, cultural communicative competence, language acquisition, Vietnam

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.

The Linguistics of Language Revitalization

2018 ◽  
pp. 489-509 ◽  
Author(s):  
William O'Grady
Keyword(s):  
Language Acquisition ◽  
Language Revitalization ◽  
Young Age ◽  
Central Point ◽  
High Quality ◽  
Key Issues

With hundreds of the world’s languages now in danger, the need for effective methods of language revitalization has never been greater. Yet most efforts fall short of their objective. The central point of this chapter is that language revitalization is possible only if it is possible to create or maintain the conditions under which language acquisition can take place. Two key issues are explored in detail—the question of how children acquire (and lose) language, and the question of how bilingualism can be pursued as a key component of language revitalization. The answers to both questions have certain features in common, including acknowledgment of the advantages that arise from exposure to the language at a young age, a recognition of the importance of ample, high-quality input, and the need for ongoing opportunities to use the language in a range of communicative situations.

The bottleneck may be the solution, not the problem

2016 ◽  
Vol 39 ◽  
Author(s):  
Arnon Lotem ◽  
Oren Kolodny ◽  
Joseph Y. Halpern ◽  
Luca Onnis ◽  
Shimon Edelman
Keyword(s):  
Working Memory ◽  
Language Acquisition ◽  
Recent Theory ◽  
Cognitive Mechanisms ◽  
Selection Pressures ◽  
Biological Trait ◽  
Memory Bottleneck

AbstractAs a highly consequential biological trait, a memory “bottleneck” cannot escape selection pressures. It must therefore co-evolve with other cognitive mechanisms rather than act as an independent constraint. Recent theory and an implemented model of language acquisition suggest that a limit on working memory may evolve to help learning. Furthermore, it need not hamper the use of language for communication.

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