scholarly journals Systematic Review of Research in Second Language Acquisition: A Snapshot of the Past Ten Years (2009 – September 2019)

2019 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
Research Trends ◽  
Future Research ◽  
Modern Language ◽  
The Past ◽  
Modern Language Journal

The purpose of this systematic review is to provide second language acquisition (SLA) researchers with an overview of research trends in this field in the last ten years (2009-2019). In doing so, three international peer-reviewed journals, Studies in Second Language Acquisition, Language Teaching Research, and The Modern Language Journal, were selected. 150 articles were systematically selected and analyzed. The analysis of data resulted in identifying six descriptive themes. Results showed that some areas of second language acquisition still need further exploration while some areas are of great interest for researchers. Some suggestions for future research as well as implications of the study were discussed in detail.

Beyond form-focused instruction: Reflections on past, present and future research

2010 ◽  
Vol 44 (2) ◽  
pp. 225-236 ◽  
Author(s):  
Nina Spada
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
Laboratory Research ◽  
Optimal Time ◽  
Future Research ◽  
The Past ◽  
L2 Learning

In 1997 I published a paper in Language Teaching entitled ‘Form-focused instruction and second language acquisition: A review of classroom and laboratory research’. The paper reviewed the results of studies investigating the effects of form-focused instruction (FFI) on second language (L2) learning. It was organized around seven questions, including: whether FFI is beneficial to L2 learning; whether particular types of FFI are more beneficial; whether there is an optimal time to provide FFI; and whether different language features benefit more from FFI. In this paper I revisit these questions and reflect on how research on FFI and L2 learning has evolved over the past twelve years.

scholarly journals A Data-Driven Critical Review of Second Language Acquisition in the Past 30 Years

Publications ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 33
Author(s):  
Meng-Lin Chen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Data Driven ◽  
Quality Data ◽  
Future Research ◽  
Knowledge Domain ◽  
The Past ◽  
Research Areas ◽  
Literature Reviews

This study aims to provide a comprehensive and data-driven review of the knowledge domain of second language acquisition (SLA) and pedagogy in the past 30 years. Using knowledge domain visualization techniques, the study first provides a review of SLA at the disciplinary level. It then identifies the major research areas and current research frontiers in the SLA research landscape based on high-quality data retrieved from Web of Science (WoS) databases. The study provides useful references for future research and pedagogy in the field in which literature reviews employing scientometric methodology and driven by data, such as the present one, are rare, and thus, are much in need of supplement views produced by traditional literature reviews.

From theory to research: Contextual predictors of “estar + adjective” and the study of the SLA of Spanish copula choice – a response to Woolsey

2008 ◽  
Vol 11 (3) ◽  
pp. 297-300
Author(s):  
BARBARA A. LAFFORD
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Data Base ◽  
Language Use ◽  
Ongoing Debate ◽  
Modern Language ◽  
Considerable Debate ◽  
Modern Language Journal

The use of social vs. cognitive approaches to the study of second language acquisition (SLA) has engendered considerable debate in the field. For instance, the recent Modern Language Journal Focus Issue (Lafford, 2007a) reviewed the ongoing debate between scholars espousing socially- and cognitively-grounded approaches to SLA research and explored the extent to which SLA scholars have answered Firth and Wagner's (1997, p. 286) call for a reconceptualization of SLA “as a more theoretically and methodologically balanced enterprise that endeavours to attend to, explicate, and explore, in more equal measures and, where possible, in integrated ways, both the social and cognitive dimensions of S/FL [second/foreign language] use and acquisition”. Firth and Wagner (1997, p. 286) specifically called for “(a) a significantly enhanced awareness of the contextual and interactional dimensions of language use, (b) an increased emic (i.e., participant-relevant) sensitivity towards fundamental concepts, and (c) the broadening of the traditional SLA data base”.

Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

2020 ◽  
Vol 13 (1) ◽  
pp. 79-113
Author(s):  
Farrah Neumann ◽  
Matthew Kanwit
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Future Research ◽  
Control Group ◽  
Before And After ◽  
The Individual ◽  
At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

THE ASPECT HYPOTHESIS AND THE ACQUISITION OF L2 PAST MORPHOLOGY IN THE LAST 20 YEARS

2020 ◽  
Vol 42 (5) ◽  
pp. 1137-1167
Author(s):  
Kathleen Bardovi-Harlig ◽  
Llorenç Comajoan-Colomé
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
State Of The Art ◽  
Coming Of Age ◽  
Empirical Studies ◽  
Future Research ◽  
Aspect Hypothesis ◽  
Tense And Aspect ◽  
The Third

AbstractTwenty years ago, a state-of-the-art review in SSLA marked the coming of age of the study of temporality in second language acquisition. This was followed by three monographs on tense and aspect the next year. This article presents a state-of-the-scholarship review of the last 20 years of research addressing the aspect hypothesis (AH) (Andersen, 1991, 2002; Andersen & Shirai, 1994, 1996), the most tested hypothesis in L2 temporality research. The first section of the article gives an overview of the AH and examines its central tenets, and then explores the results of empirical studies that test the hypothesis. The second section considers studies that have investigated four crucial variables in the acquisition of temporality and the testing of the AH. The third section discusses theoretically motivated areas of future research within the framework of the hypothesis.

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