Rehearsing, conversing, working it out

This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising observation, audio and video recordings of five lessons from each of the classes, and interviews with learners, indicates multiple uses peers make of their time together, and different potential outcomes for learning. The findings suggest second language use varies in purpose and includes both formulaic pattern practice and communication of new information or ideas, and at the same time creates a context for the co-construction of language and a grappling with form-meaning connections in the target language. By exploring peer interaction as a context for second language use and development, this research brings together different perspectives on interaction and second language acquisition and builds on recent calls for a greater awareness of the interdependence of social and cognitive factors in the process of language learning.

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Discrepancies of Figurative Language Use Reflected Through Cross-Linguistic and Intercultural Differences in English and Albanian Language

European Journal of Language and Literature ◽

10.26417/ejls.v6i1.p22-30 ◽

2020 ◽

Vol 6 (1) ◽

pp. 22

Author(s):

Lorena Robo

Keyword(s):

Second Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Figurative Language ◽

Language Use ◽

Corpus Analysis ◽

Target Language ◽

Special Effect ◽

Communication Failure ◽

Language System

The present paper aims at highlighting some cultural and cross-linguistic aspects of idioms causing miscommunication in language. Learning a foreign language shapes the language system of communication with its literal and figurative meanings. While the literal meaning is the direct reference of words or sentences to objects, the figurative sense is used for giving an imaginative description or a special effect. Gaining competence in language enrolls a good command of the figurative use of that language together with its frequent, spontaneous and appropriate use of idioms being an indicator of native or near native mastery of the language. When such command of a foreign language lacks then it gives rise to discrepancies in language, and idioms for the sake of truth become often subject to misconstrued utterances in a target language on the part of L2 learners. Using literal senses of words to trigger the recognition of idioms brings some potential problems. Thus, this article brings together the findings and insights of figurative aspect of English and Albanian language system and its cultural aspect to further the understanding of the phenomena of communicative failures and mismatches in language. The study seeks to analyze and present through a corpus analysis idiom occurrences of communication failure in both languages. A variety of figurative use of language is illustrated in certain contexts and situations to lighten up the usage of idiom mismatches in second language acquisition and provide the paper with rich examples as well.

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Improving The Students’ Pronunciation Competence in a Second Language Acquisition Through the Implementation of Lesson Study in Faculty of Language Education of Indraprasta PGRI University Jakarta

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prokaluni.v2i0.151 ◽

2019 ◽

Vol 2 ◽

Author(s):

Syahfitri Purnama

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Learning Community ◽

Lesson Study ◽

Native Language ◽

Research Question ◽

Language Education ◽

Target Language

When speaking or reading a foreign language, Students always doing mispronunciations. When speaking or reading a foreign language. They are errors in encoding at the productive phonological level. They still do not know the system of the target language sounds which are different from their first language but the fact that few second language learners are able to speak a second language without showing evidence of the transfer of pronunciation features of their native language is evidence of the difficulty of acquiring a native like pronunciation, but also of the goals learners set for themselves. Many learners are quite comfortable to show evidence of their native language on their second language phonology, since it is sometimes viewed as a core part of their cultural identity. The research question is how to improve the students’ pronunciation competence in a second language learning through the implementation of lesson study? The lesson study team meets to plan a research lesson to discuss the research lesson and in which classroom it will be taught. They decide what data the team will collect and how to collect it. This phase happens one day to one to make the syllabus design through the lecturers collaboration with the purpose is to learn successful teaching techniques and behaviors from other lecturers, to improve students learning based on observation. This research is qualitative research and data are taken from the students’ pronunciation while they are presenting paper in the classroom. The lecturer found some mispronounce words, they did not pronounce well for dental [θ] for think, labio- dental [f] for phoneme, cluster [kj] for occurrence, diphthong [ai] for phsychology. They did interlingual and intralingual processes. For helping the students better in pronouncing, it is done by using the lesson study by doing; plan, do, check and acts. Lesson Study is appropriate to encourage a learning community consistently and systematically and also can help lecturers and students in their competences.

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Christopher Brumfit Award 2014

Language Teaching ◽

10.1017/s0261444815000300 ◽

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.

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Raadsels van tweedetaalverwerving

Dutch Journal of Applied Linguistics ◽

10.1075/dujal.1.1.11hul ◽

2012 ◽

Vol 1 (1) ◽

pp. 150-159

Author(s):

Jan H. Hulstijn

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Scientific Inquiry ◽

Multidisciplinary Approach ◽

First Language ◽

Fast Acquisition ◽

Developmental Sequences

This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

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Adult And Child Learning Second Language Differences

The American Journal of Applied Sciences ◽

10.37547/tajas/volume03issue01-08 ◽

2021 ◽

Vol 03 (01) ◽

pp. 38-44

Author(s):

Dilrabo Babakulova ◽

◽

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Language Differences ◽

Short Period ◽

Child Learning

Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

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Applied cognitive linguistics and foreign language learning. Introduction to the special issue

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2018-2004 ◽

2019 ◽

Vol 57 (1) ◽

pp. 1-20 ◽

Cited By ~ 1

Author(s):

Alberto Hijazo-Gascón ◽

Reyes Llopis-García

Keyword(s):

Second Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Cognitive Linguistics ◽

Foreign Language Learning ◽

Target Language ◽

Human Cognition ◽

Cognitive Grammar ◽

Special Issue ◽

Second Languages

Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the main aims of this Special Issue to provide state-of-the-art research and scholarship to enhance the bigger picture of the field of Second Language Acquisition beyond English as the target language. Spanish as L2/FL in Applied Cognitive Linguistics is the focus of the next section, which leads to a brief overview of the papers included in the Issue, featuring Spanish as the L2 with L1s such as English, French, German and Italian. Polysemy, Motion Events Typology, Cognitive Grammar and Construction Grammar are the Cognitive Linguistics areas addressed in the contributions here presented.

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Christopher Brumfit Ph.D./Ed.D. Thesis Award 2011

Language Teaching ◽

10.1017/s0261444812000328 ◽

2012 ◽

Vol 45 (4) ◽

pp. 407-408

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 there were two tied winners of the 2011 Christopher Brumfit thesis award: Dr Cecilia Guanfang Zhao and Dr Catherine van Beuningen. Both theses were selected by an external panel of judges on the basis of their significance to the field of second language acquisition, second or foreign language learning and teaching, as well as their originality, creativity and quality of presentation.

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The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

English Language Teaching ◽

10.5539/elt.v9n5p134 ◽

2016 ◽

Vol 9 (5) ◽

pp. 134 ◽

Cited By ~ 1

Author(s):

Muhammad Saleem Khan

Keyword(s):

Community College ◽

Second Language ◽

Foreign Language ◽

Secondary Students ◽

English Language ◽

Language Use ◽

Native Language ◽

Vocabulary Learning ◽

Target Language ◽

The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

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When activity shapes the repertoire of second language learners

EUROSLA Yearbook ◽

10.1075/eurosla.7.08mas ◽

2007 ◽

Vol 7 ◽

pp. 121-147 ◽

Cited By ~ 9

Author(s):

Dolors Masats ◽

Luci Nussbaum ◽

Virginia Unamuno

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Community Of Practice ◽

Language Learners ◽

English Learners ◽

Second Language Learners ◽

Language Choice ◽

Target Language ◽

Language Choices ◽

Pair Work

Interactionists interested in second language acquisition postulate that learners’ competences are sensitive to the context in which they are put into play. Here we explore the language practices displayed, in a bilingual socio-educational milieu, by three dyads of English learners while carrying out oral communicative pair-work. In particular, we examine the role language choice plays in each task. A first analysis of our data indicates that the learners’ language choices seem to reveal the linguistic norms operating in the community of practice they belong to. A second analysis reveals that they exploited their linguistic repertoires according to their interpretation of the task and to their willingness to complete it in English. Thus, in the first two tasks students relied on code-switching as a mechanism to solve communication failures, whereas the third task generated the use of a mixed repertoire as a means to complete the task in the target language.

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