scholarly journals A Review of Language Learning Strategy Research

2018 ◽  
Vol 8 (5) ◽  
pp. 522
Author(s):  
Yanfei Su
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategy ◽  
Mainland China ◽  
Small Scale ◽  
Strategy Research ◽  
Language Learning Strategy

Language learning strategy, a crucial variable of individual differences in second language acquisition (SLA), has been a fiercely discussed topic since 1970s, attracting a large number of researchers and teachers who have already made great achievements. This article aims to conduct a small-scale review of studies concerning language learning strategy, finding that studies in this respect were done mainly from perspectives of definition, identification and classification, usage and assessment and instruction of language learning strategy, and factors which exert influences on it. It is plausible to say that research on this issue is comparatively comprehensive, appreciating wide coverage and great achievements, but certain points are still in controversy. Although there are many related studies, rare studies were devoted to language learning strategy under the context of learners in mainland China. Subsequently, implications for further research and pedagogy in terms of language learning strategy are discussed.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

2001 ◽  
Vol 17 (4) ◽  
pp. 368-392 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Learning Condition ◽  
Learning Conditions ◽  
Complex Hypothesis ◽  
Acquisition Processes

Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

APTITUDE AND SECOND LANGUAGE ACQUISITION

2005 ◽  
Vol 25 ◽  
pp. 46-73 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Theoretical Frameworks ◽  
Aptitude Tests ◽  
Advanced Level ◽  
Learning Success ◽  
And Performance

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

Japanese Semiaspectual Forms -teshimau and -teoku as Discourse Markers

2021 ◽  
Vol 6 (1) ◽  
pp. 1-25
Author(s):  
Nandang Rachmat ◽  
Hiroko Otsuka
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Discourse Markers ◽  
Japanese Language ◽  
Rapport Management ◽  
Current Topic ◽  
Difficult Situations ◽  
Core Meaning

This paper discusses the Japanese semi aspectual forms -teshimau and -teoku function as discourse markers which serve as speaker’s intentions of utterances for rapport management. In general, the semantic function of the morphological semi aspectual forms such as -teshimau and -teoku are explained as expressions of feelings of remorse or regret as well as preparatory actions, respectively. Both of them derived from the explanation of “completion” as a core meaning. The meanings mentioned above are also learned in elementary and pre-intermediate levels of Japanese language learning as a second language. However, the results of this research, which derived from analysis using I-JAS corpus dialogue data, indicate that in interpersonal discourse, these aspectual forms are used to show self-deprecating and modest attitudes, sentimental mood, or inevitable and difficult situations. Additionally, as a discourse marker, they are used to express utterance intentions such as showing speaker’s responsible recognition for the situation occurred, respecting the opinion of the interlocutor, and avoiding current topic to be continued. They also function as act of politeness due to the effects of “down graders” and “upgraders” in Spencer-Oatey's theory of rapport management, while in this research indicates that improperly use of -teoku might sound impolite depending on the utterance situations. Furthermore, it was found that they work as discourse markers for rounding up dialogs or shifting topics, and there are differences between -teshimau and -teoku in whether it is the interlocutor’s topic or the speaker’s topic that was being rounded up. For these reasons, second language acquisition requires learning about indicative meanings of these forms that function in the contexts and utterance situations, and the findings of this research will also contribute to the research of Japanese language teaching materials.

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